Given Indonesia’s persistent challenges in mathematical competencies, particularly in foundational numeracy, it is important to investigate how integrating traditional counting system can improve students’ arithmetic abilities while preserving cultural heritage. This study aims to explore the Balinese traditional counting system, “Wa Pat Nem Tus Dasa,” as a culturally embedded tool to enhance numeracy skills in early mathematics education.
Using a qualitative ethnographic approach, this study collected data from 50 participants, including 30 traditional Balinese merchants and 20 elementary school teachers across eight regencies in Bali. Data were gathered through direct observations, semistructured interviews and document analysis to explore how “Wa Pat Nem Tus Dasa” is used in daily life and its potential integration into formal education. Thematic analysis was employed to identify key patterns and implications for numeracy development.
Results indicate that “Wa Pat Nem Tus Dasa” supports arithmetic learning by reinforcing modular reasoning, pattern recognition and logical grouping. Traditional merchants utilize this system efficiently in trade, while teachers recognize its benefits in improving students’ counting skills, numerical comprehension and engagement. The findings highlight the potential of culturally based mathematical instruction in strengthening foundational numeracy and fostering cultural identity.
This study expands the scope of ethnomathematics research by shifting focus from geometry to arithmetic, providing an innovative approach to early numeracy education. It underscores the importance of integrating local knowledge systems into curricula to enhance mathematical learning while maintaining cultural heritage. The findings offer practical insights for policymakers and educators in designing culturally relevant teaching strategies.
