Pedagogical Fragmentation and Elementary Teachers’ Perceived Readiness to Integrate AI into Ethnomathematics-Based Project Learning

Abstract

Elementary mathematics teachers are encouraged to combine artificial intelligence (AI), project-based learning, and culturally grounded instruction, yet how they negotiate these demands in everyday classrooms remains insufficiently understood. This study aims to examine teachers' perceived readiness and pedagogical challenges in integrating AI with ethnomathematics-based project learning in two elementary schools in Tulungagung, Indonesia. The study employed a preliminary qualitative descriptive case study involving four fifth-grade teachers, supplemented by questionnaire responses from 62 pupils. Data was collected through two weeks of classroom observations, semi-structured teacher interviews, and a nine-item pupil questionnaire. Interview and observation data were analyzed through iterative coding guided by the Miles–Huberman framework, while questionnaire responses were summarized descriptively. The findings revealed pedagogical fragmentation: project activities, digital applications, and cultural examples were generally implemented separately rather than integrated into mathematical inquiry. Teachers described difficulties coordinating AI-related guidance, project design, local cultural resources, and curricular expectations. Among pupils, 80% reported boredom in mathematics, 90% favored interactive digital challenges, and 75% expressed interest in local culture. These accounts do not establish measured AI competence, cognitive overload, or causal effects on pupil experiences. The study contributes context-specific evidence distinguishing technological access from pedagogical readiness, with implications for collaborative lesson design, responsible AI literacy, and culturally grounded mathematics instruction.