Abstract

In all subject areas, learning occurs when students' prior knowledge and experiences combine with the material they are presented with. The way that these kids are taught new experiences, what they are motivated to learn, and what they already know will all influence the type of learning that takes place.The reason why mathematics education suffered the most out of all the subjects taught in tribal area schools was that the students from the tribe came to school with a completely different number system (which is not typically associated with written symbols). They apply a variety of heuristics and approaches to solve everydaymathematical issues.They are ruthlessly fed a sequence of written symbols, notations, and formulas in school with no attempt made to connect them to their prior knowledge. Although individuals may live in different cultures, they all engage in comparable activities such as disputing, comparing, searching, finding food, having fun, fighting, and engaging in other economic and commercial activities, which leads to the development of mathematical ideas worldwide people in all cultures engage in six operations: playing, explaining, locating, measuring, designing, and counting. There is a great deal of mathematics involved in these tasks.Understanding mathematics is conditioned by culture and developed in diverse cultural environments. But unlike many written societies, scientific and mathematics techniques are not documented, codified, and transmitted outside of their immediate utility in most oral tribal cultures. This study explores how integrating tribal culture into mathematics instruction can promote inclusivity, comprehension, and increased participation. NEP-2020 has the power to drastically change Indian mathematics education.It emphasizes critical thinking, adaptability, transdisciplinary learning, and basic skills— all necessary components of a comprehensive and current mathematics education program. Better learning results in mathematics may result from the policy's emphasis on teacher preparation, assessment reform, and curriculum load reduction. This paper emphasizes the difficulties and inequalities that Native American children encounter in the study of mathematics, including the absence of culturally appropriate curricula and instructional strategies. It talks about how incorporating tribal culture into mathematics education might help with these issues by strengthening tribal learners' sense of pride and belonging, fostering cultural identification, and bridging the gap between traditional and academic knowledge.Mathematical education can serve as a link between cultural legacy and academic accomplishment by acknowledging the abundance of knowledge and wisdom found in tribal societies. This will empower, identify, and encourage academic brilliance among tribal kids. It promotes an approach to mathematics education that is more inclusive and culturally sensitive so that all students—including those from tribal backgrounds—can succeed and make a positive contribution to the international mathematical community.