[1] Alangui W.V. (2017). Ethnomathematics and culturally relevant mathematics education in the Philippines. In Rosa, M., Shirley, L., Gavarrete, M., & Alangui W. (eds) Ethnomathematics and its diverse approaches for mathematics education. ICME-13 monographs. Springer, Cham. https://doi.org/10.1007/978-3-319- 59220-6_8
[2] Bernstein, B. (1971). On classification and framing of educational knowledge. In M. F. D. Young (Ed.), Knowledge and control: New directions for the sociology of education. London: The Open University
[3] Bostan, C. G. (2015). Inter- and transdisciplinary issues present in the school curriculum. Procedia - Social and Behavioral Sciences, 180(5), 489–496.
[4] Brown, M., Brown, P., & Bibby, T. (2008). “I would rather die”: Reasons given by 16-year-olds for not continuing their study of mathematics. Research in Mathematics Education, 10(1), 3-18. DOI: 10.1080/14794800801915814
[5] Castro, A. (2019, February 20). The forgotten art of Mabini Street: From tourist souvenirs to mainstream masterpieces. Esquire. https://www.esquiremag. ph/culture/books-and-art/mabini-street-art-a2289- 20190220-lfrm3
[6] Chronaki, A. (2000). Teaching maths through theme-based resources: Pedagogic style, `theme’ and `maths’ in lessons. Educational Studies in Mathematics, 42, 141–163. https://doi.org/10.1023/A:1004124328308
[7] D’Ambrosio, U. (2000). Stakes in mathematics education for the societies of today and tomorrow. In D. Coray, F. Furinghetti, H. Gispert, B. R. Hodgson & G. Schubring (Eds.), One hundred years of L’Enseignement Mathématique moments of mathematics education in the twentieth century proceedings of the EM–ICMI Symposium. Geneva, 20–22 October 2000, 301-316.
[8] D’Ambrosio, U. (2008). How mathematics education can help in shaping a better world. ICME-11 Proceedings, Monterrey, 6-13 July 2008, 248-263. https://www. mathunion.org/fileadmin/ICMI/files/About_ICMI/ Publications_about_ICMI/ICME_11/D_Ambrosio. pdf
[9] De Villa, M. T., Alangui, W. V., Jaro-Amor, I., & Martin, F. (2013). Developing an IP curriculum framework. Philippines: Report submitted to the IP Education Office, Department of Education and Culture, Republic of the Philippines.
[10] Department of Education. (n.d.). K to 12 basic education curriculum. Republic of the Philippines Department of Education. https://www.deped.gov.ph/k-to-12/ about/k-to-12-basic-education-curriculum/
[11] Drake, S. & Burns, R. (2004). Meeting standards through integrated curriculum. Alexandria, VA: Association for Supervision & Curriculum Development.
[12] Eronen, L., Kokko, S., & Sormunen, K. (2019). Escaping the subject- based class: A Finnish case study of developing transversal competencies in a transdisciplinary course. The Curriculum Journal, 30(3), 264-278, DOI: 10.1080/09585176.2019.1568271.
[13] Faustino, H. L. P. (2021). Learning addition and subtraction of fractions through the use of indigenous materials: The case of Dumagat elementary students. [Unpublished master’s thesis]. Ateneo de Manila University.
[14] Garcia-Olp, M., Nelson, C., & Saiz, L. (2022) Decolonizing mathematics curriculum and pedagogy: Indigenous knowledge has always been mathematics education. Educational Studies, 58(1), 1-16, DOI: 10.1080/00131946.2021.2010079
[15] Gijsbers, D., de Putter-Smits, L., & Pepin, B. (2020) Changing students’ beliefs about the relevance of mathematics in an advanced secondary mathematics class, International Journal of Mathematical Education in Science and Technology, 51(1), 87-102, DOI: 10.1080/0020739X.2019.1682698
[16] Hargreaves, A., Earl, L. & Ryan, J. (1996). Schooling for change: Reinventing education for early adolescents. London: Falmer.
[17] Kazima, M. (2013) Students’ preferences for contexts and their relevance to school mathematics in Malawi. African Journal of Research in Mathematics, Science and Technology Education, 17(3), 244-254, DOI: 10.1080/10288457.2013.848537
[18] Manila Art Blogger. (n.d.). “Mabini art project: 100 paintings” now belongs to the Ateneo Art Gallery. https://manilaartblogger.wordpress.com/2011/03/22/ mabini-art-project-100-paintings-now-belongs-tothe-ateneo-art-gallery/
[19] MATHTED & SEI. (2010). Mathematics framework for Philippine basic education. Manila: SEI & MATHTED.
[20] Murray, S. (2011) Declining participation in postcompulsory secondary school mathematics: Students’ views of and solutions to the problem. Research in Mathematics Education, 13(3), 269-285, DOI: 10.1080/14794802.2011.624731
[21] Pacio, M. T. (2018). Learning mathematics by using Cordilleran cultural music in the study of patterns: A case of ethnomathematics in primary school. [Unpublished master’s thesis]. Ateneo de Manila University.
[22] Park, K. & Brombacher, A. (n.d.). The role of mathematics in the overall curriculum. ICMI. https://www. mathunion.org/icmi/role-mathematics-overallcurriculum
[23] Pradel, D. A. (2019). Crests and troughs: the use of trigonometric modeling towards a critical and realistic mathematics education. [Unpublished master’s thesis]. Ateneo de Manila University.
[24] Pradel, D. A. & Vistro-Yu, C. (2021). Crests and troughs: the use of trigonometric modeling towards a critical and realistic mathematics education. A paper presented at the 14th International Congress on Mathematical Education (ICME-14), 11-18 July 2021, Shanghai, China.
[25] Rigney, L., Garrett, R., Curry, M., & MacGill, B. (2020). Culturally responsive pedagogy and mathematics through creative and body-based learning: Urban Aboriginal schooling. Education and Urban Society, 52(8), 1159–1180. https://doi.org.oca.rizal.library. remotexs.co/10.1177/0013124519896861
[26] Robertson, S-A. & Graven, M. (2018). Using a transdisciplinary framework to examine mathematics classroom talk taking place in and through a second language. ZDM, 50, 1013–1027. https://doi. org/10.1007/s11858-018-0952-2
[27] Sharjah Art Foundation. (n.d.). Mabini art project: 100 paintings. http://sharjahart.org/sharjah-artfoundation/projects/mabini-art-project-... paintings1
[28] Tap, W. D., Mtetwa, D. K., & Vere, J. C. (2019). Using humour for generating and maintaining Interest in mathematics among secondary school students in South Sudan re-settled communities. African Journal of Research in Mathematics, Science and Technology Education, 23(2), 244-253. DOI: 10.1080/18117295.2019.1656871
[29] Venville, G. J., Wallace, J., Rennie, L. J. & Malone, J. A. (2002). Curriculum integration: Eroding the high ground of science as a school subject? Studies in Science Education, 37(1), 43-83. DOI: 10.1080/03057260208560177.
[30] Williams, J., Roth, W-M., Swanson, D., Doig, B., Groves, S., Omuvwie, M., Borromeo Ferri, R., Mousoulides, N. (2016). Interdisciplinary mathematics education, a state of the art. Switzerland: Springer Open.
[31] Ziegler, G. M. & Loos, A. (2017). “What is Mathematics?” and why we should ask, where one should experience and learn that, and how to teach it. In G. Kaiser G. (Ed.), Proceedings of the 13th International Congress on Mathematical Education. ICME-13 Monographs. Springer, Cham.
[32] Zulueta, L. B. (2020, February 17). Mabini art makes a comeback. Philippine Daily Inquirer. https://lifestyle. inquirer.net/357512/mabini-art-makes-a-comeback/