A Metasynthesis of the Evolution of Mathematics Learning Spaces in Cultural Enclaves: A Juxtaposed Progression Lattice (JPL) Model
DOI:
https://doi.org/10.46328/ijemst.5087Keywords:
Metasynthesis, Mathematics education, Learning spaces, Cultural enclaves, Cultural grounding, Pedagogical fluidity, Tensions in curriculum, Future of mathematics learningAbstract
This study executed a metasynthetic analysis to elucidate the evolving configurations and emergent trajectories of mathematics learning spaces situated within cultural enclaves. Utilizing Cultural-Historical Activity Theory (CHAT) and Third Space Theory as guiding frameworks, the study identified and synthesized patterns across diverse sociocultural contexts. Thematic synthesis reveals four major themes: (1) cultural grounding of mathematical knowledge, (2) spatial and pedagogical fluidity, (3) tensions and transformations in curriculum, and (4) reimagining the future of mathematics learning. Findings indicate that mathematics learning in cultural enclaves is dynamic, adaptive, and deeply intertwined with local knowledge systems and community practices. The study introduces the Juxtaposed Progression Lattice (JPL) Model, conceptualizing the future of mathematics learning as a cyclical yet progressive reconfiguration of space, knowledge, and pedagogy. The results offer key implications for culturally responsive curriculum development, teacher training, educational policy reform, and participatory governance. This metasynthesis contributes to decolonizing mathematics education and affirms the need to reframe learning spaces as culturally-situated and future-oriented.
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