Lexical Equivalents in Native Tongue and L2 behind Agta-Tabangnon’s Ethnomathematics and Cultural Practices

This ethnography highlights the integration of Indigenous People (IP) learners into the mainstream, thereby preserving their cultural and linguistic background. Nonetheless, this pedagogical inclusivity poses challenges and apprehensions to teachers, such as book insufficiencies, localized and contextualized materials, and some noted linguistic blockades during actual teaching-learning courses. This paper correspondingly demarcates the tribe's ethnomathematical practices, leveraging an ethnographic-developmental research strategy. This inquiry found that culturally-sensitive and contextualized instructional resources are fundamental features of IP curriculum structure. In the context of the      study, it nurtured instructional inclusivity, developed cultural and dialectal identity, and underscored the counting, measuring, ciphering, modelling, classifying, and inferring techniques of the explored aborigine community. From these principles, researchers recommend the use of the native tongue to      teach IPs in the primary and developing years. Integration of IKSP in the teaching resources should be instigated to uphold educational inclusivity not just locally but internationally, catering to the learning prerequisites of the  ethnic community.