There are many Western apps that help students strengthen their mathematics skills through learning and game apps. A research project was designed to create an IOS Math App to provide Grade 6 Emirati students with the opportunity to explore mathematics, then, using Bayesian Networks, to examine the educational implications. The learning app was developed using ethnomathematics modules based on the Emirati culture. Students were required to navigate through several modules to examine various mathematical concepts in algebra and geometry. The survey was written for Grade 6 English language learners. Based on the Bayesian Networks, the findings suggested that if students are allowed to explore mathematics based on familiar cultural norms and practices, students with grades A and C would get higher grades. However, if students are not allowed to explore mathematics in line with their local culture, more students would receive an F grade, while some students with an A grade would get lower grades. Additionally, the findings showed that incorporating cultural elements had a positive change in students’ liking and learning mathematics, even without a mobile device. However, not allowing a mobile device and not allowing culture had an increased negative impact on students’ liking and learning mathematics. The last finding suggested that students valued ethnomathematics examples over a mobile device to learn mathematics. The research findings could help to improve sustainability in mathematics education by promoting ethnomathematics and mobile learning.

We in the College of Education at Zayed University are committed to excellence. With that in mind, we developed a very ambitious project to create an IOS math app to encourage grade six Emirati students to engage with mathematics. Additionally, our project aimed to provide Emirati students (boys and girls) opportunities to explore mathematics based on modules grounded in the Emirati culture. More specifically, the IOS math app contained three modules - Henna (in Arabic حنة ), Prayer Beads (مسبحة), and Bamboo Baskets (سلال البامبو ). The Henna explored geometric transformations; Prayer Beads investigated patterns in Algebra, and Bamboo Baskets examined circumference, diameter, reading a ruler, and where does pi come from. This paper will provide a detail description and project justifications. Along with a short analysis of the grade six Emirati students’ henna designs, as the designs relate to geometric transformations. Keywords: Ethnomathematics. Grade Six. United Arab Emirates. Mobile Learning. Henna.
Alcanzando a los estudiantes del siglo XXI en los Emiratos Árabes Unidos: usando las Etnomatemáticas a través de # Innovación Nosotros en la Facultad de Educación de la Universidad Zayed estamos comprometidos con la excelencia. Con eso en mente, desarrollamos un proyecto muy ambicioso para crear una aplicación de matemáticas IOS para alentar a los estudiantes emiratíes de sexto grado a participar en las matemáticas. Además, nuestro proyecto tenía como objetivo proporcionar a los estudiantes emiratíes (niños y niñas) oportunidades para explorar las matemáticas basadas en módulos basados en la cultura emiratí. Más específicamente, la aplicación matemática IOS contenía tres módulos: henna (en árabe حنة), cuentas de oración (مسبحة) y cestas de bambú (سلال البامبو). La henna exploró las transformaciones geométricas; las cuentas de oración investigaran patrones en álgebra, y las cestas de bambú examinaran la circunferencia, el diámetro, la lectura de una regla y de dónde proviene pi. Este documento proporcionará una descripción detallada y justificaciones del proyecto junto con un breve análisis de los diseños de henna de los estudiantes de Emiratí de sexto grado, ya que los diseños se relacionan con transformaciones geométricas. Palabras clave: Etnomatemáticas. Grado 6. Emiratos Árabes Unidos. Aprendizaje móvil. Henna.
Alcançando os alunos do século XXI nos Emirados Árabes Unido: usando a Etnomatemática por meio da # Inovação Nós da Faculdade de Educação da Universidade de Zayed estamos comprometidos com a excelência. Com isso em mente, desenvolvemos um projeto muito ambicioso para criar um aplicativo de matemática do IOS para incentivar os alunos do sexto ano dos Emirados a se envolverem com a matemática. Além disso, nosso projeto teve como objetivo oferecer aos alunos dos Emirados (meninos e meninas) oportunidades de explorar a matemática com base em módulos fundamentados na cultura dos Emirados. Mais especificamente, o aplicativo de matemática do IOS contém três módulos - Henna (em árabe), Prayer Beads (مسبحة) e Bamboo Baskets (سلال البامبو). O Henna explorou transformações geométricas; os Prayer Beads investigaram os padrões em álgebra e as Bamboo Baskets examinaram a circunferência, o diâmetro, a leitura de uma régua e de onde vem o pi. Esse documento fornecerá uma descrição detalhada e as justificativas do projeto juntamente com uma breve análise dos desenhos de hena dos alunos dos Emirados do sexto ano, pois se relacionam a transformações geométricas. Palavras chave: Etnomatemática. 6º Ano. Emirados Árabes Unidos. Aprendizagem Móvel. Henna.

This article explores the implementation of a culturally relevant mathematics lesson in an Algebra, Functions, and Data Analysis (AFDA) classroom, where students analyzed Fentanyl overdose data using mathematical concepts such as rate of change, percent increase, and predictive modeling. Grounded in Culturally Relevant Pedagogy (CRP) and the Culturally Relevant Cognitively Demanding (CRCD) Mathematics Task Framework, this lesson engaged students in real-world problem-solving while fostering critical thinking about social inequities. The project culminated in a gallery walk where students presented their findings. Reflections on student engagement, mathematical reasoning, and recommendations for implementation highlight the impact of CR mathematics on student learning.