Abstract

Full paper prices: €32 / €24 / €60

Open Access price: €100

Symmetry: Culture and Science
Volume 37, Number 2, pages 223-240 (2026)
https://doi.org/10.26830/symmetry_2026_2_223

FROM ABACA FIBERS TO SYMMETRY PATTERNS: AN ETHNOMATHEMATICAL STUDY OF TRANSFORMATIONS IN SALANIGO SLIPPER WEAVING

Ryan V. Dio^1*, Ritzelda A. Deri², Christine H. Ferolino³

¹ Office of Research, Extension and Training, Sorsogon State University, Sorsogon City, Philippines
Email: ryan.dio@sorsu.edu.ph
Web: https://sorsu.edu.ph
ORCID: ORCID: https://orcid.org/0000-0002-4170-8828

² Graduate School, Sorsogon State University, Sorsogon City, Philippines
Email: raderi@sorsu.edu.ph
ORCID: https://orcid.org/0000-0002-5001-5185

³ College of Technology, Sorsogon State University, Sorsogon City, Philippines
Email: ferolino.christine@sorsu.edu.ph
ORCID: https://orcid.org/0009-0000-7974-7833

^* Corresponding author

Abstract: This study investigates the ethnomathematical structures and symmetry-based transformations embedded in Salanigo slipper weaving in Gubat, Sorsogon, Philippines. Grounded in a qualitative ethnographic design, the research documents the indigenous practices of two artisan families engaged in abaca-based production, focusing on two major phases: abaca stripping (paghag-ot) and fibre weaving (pagsalapid). Data were collected through participant observation, key informant interviews, and visual documentation, and analysed using thematic and structural approaches emphasizing geometric patterning and symmetry operations. Findings reveal that Salanigo weaving constitutes a coherent system of pattern formation governed by implicit mathematical rules. The designs exhibit symmetry structures such as reflection, translation, repetition, and tessellation, alongside geometric elements including lines, angles, and polygons. These patterns emerge through iterative and algorithmic processes involving counting, estimating, and measuring. The study highlights Salanigo weaving as a culturally situated system of mathematical knowledge and demonstrates its potential as a contextual resource for teaching symmetry and geometry.

Keywords: Ethnomathematics, Salanigo slippers, Symmetry, Gubatnon culture

References:
Ascher, M. (2017). Ethnomathematics: A multicultural view of mathematical ideas, New York: Routledge. https://doi.org/10.1201/9780203756522

Brasili, S., & Gielis, J. (2025). Symmetry in contexts: From mathematics to society, Symmetry: Culture & Science, 36(2). https://doi.org/10.26830/symmetry_2025_2_117

Chávez, A. F., & Longerbeam, S. D. (2023). Teaching across cultural strengths: A guide to balancing integrated and individuated cultural frameworks in college teaching, Taylor & Francis. https://doi.org/10.4324/9781003447344

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches, Sage Publications, 4th eds, 111-126.

D'Ambrosio, U., & D'Ambrosio, B. S. (2013). The role of ethnomathematics in curricular leadership in mathematics education, Journal of Mathematics Education at Teachers College, 4(1). https://doi.org/10.7916/jmetc.v4i1.767

David, E. (2018). Transgender archipelagos, Transgender Studies Quarterly, 5(3), 332-354. https://doi.org/10.1215/23289252-6900724

Dery, L. C. (2015, March 2). Footnotes to the history of Gubat, Sorsogon, De La Salle University- Manila. https://dateline-ibalon.com/

Dominikus, W. S., Udil, P. A., Nubatonis, O. E., & Blegur, I. K. (2023). Exploration of the weaving activities in Timor Island for mathematics learning, Ethnomathematics Journal, 4(1). https://doi.org/10.21831/ej.v4i1.58473

Francisco, J. M. (2020). Faith and Culture, Christianity in East and Southeast Asia, Edinburgh: Edinburgh University Press, 351-363. https://doi.org/10.1515/9781474451628-034

Greenfield, P. M. (2018). Studying social change, culture, and human development: A theoretical framework and methodological guidelines, Developmental Review, 50, 16-30. https://doi.org/10.1016/j.dr.2018.05.003

Hall, A. (2025). Exploring symmetry in professional development courses for mathematics teachers, Symmetry: Culture & Science, 36(3). https://doi.org/10.26830/symmetry_2025_3_249

Hammersley, M., & Atkinson, P. (2019). Ethnography: Principles in practice, Routledge. https://doi.org/10.4324/9781315146027

Hirza, B., & Kusumah, Y. S. (2014). Improving intuition skills with realistic, Journal on Mathematics Education, 5(1), 27–34. http://doi.org/10.22342/jme.5.1.1446.27-34

Isnaniah, I., Imamuddin, M., & Annisa, A. (2023). Ethnomathematics study: Mathematical concepts in Bima weaving motifs, AL-ISHLAH: Jurnal Pendidikan, 15(3). https://doi.org/10.35445/alishlah.v15i3.3687

Kallio, H., Pietilä, A. M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review: developing a framework for a qualitative semi‐structured interview guide, Journal of advanced nursing, 72(12), 2954-2965. https://doi.org/10.1111/jan.13031

Kohen, Z., & Orenstein, D. (2021). Mathematical modeling of tech-related real-world problems for secondary school-level mathematics, Educational Studies in Mathematics, 107(1), 71-91. https://doi.org/10.1007/s10649-020-10020-1

Lim, W. M. (2025). What is qualitative research? An overview and guidelines, Australasian marketing journal, 33(2), 199-229. https://doi.org/10.1177/14413582241264619

Macaranas, J. R. G. (2021). Understanding folk religiosity in the Philippines, Religions, 12(10), 800. https://doi.org/10.3390/rel12100800

Macdonald, R. H., Beane, R. J., Baer, E. M., Eddy, P. L., Emerson, N. R., Hodder, J., & Ormand, C. J. (2019). Accelerating change: The power of faculty change agents to promote diversity and inclusive teaching practices, Journal of Geoscience Education, 67(4), 330-339. https://doi.org/10.1080/10899995.2019.1624679

Mee, N. (2020). Celestial tapestry: The warp and weft of art and mathematics, Oxford University Press. https://doi.org/10.1093/oso/9780198851950.001.0001

Muhtadi, D., Sukirwan, Warsito, & Prahmana, R. C. I. (2017). Sundanese ethnomathematics: Mathematical activities in estimating, measuring, and making patterns, Journal on Mathematics Education, 8(2), 185-198. https://eric.ed.gov/?id=EJ1150241

Nagahama, H., Abulencia, A. S., & Ferrer, J. C. (2023). Citizenship education in the Philippines: Education for ASEANness, In: Hirata, T. (eds) Citizenship Education in the ASEAN Community (pp. 175-201), Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-19-3692-0_9

Nurmasari, L., Budiyono, Nurkamto, J., & Ramli, M. (2024). Realistic mathematics engineering for improving elementary school students’ mathematical literacy, Journal on Mathematics Education, 15(1), 1-26. http://doi.org/10.22342/jme.v15i1.pp1-26

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research, Administration and policy in mental health and mental health services research, 42(5), 533-544. https://doi.org/10.1007/s10488-013-0528-y

Pathuddin, H., Kamariah, & Mariani, A. (2023). Ethnomathematics of Pananrang: A guidance of traditional farming system of the Buginese community, Journal on Mathematics Education, 14(2), 205-224. http://doi.org/10.22342/jme.v14i2.pp205-224

Permita, A. I., Nguyen, T. T., & Prahmana, R. C. I. (2022). Ethnomathematics on the gringsing batik motifs in Javanese culture, Journal of Honai Math, 5(2), 95-108. https://doi.org/10.30862/jhm.v5i2.265

Rosa, M., D’Ambrosio, U., Orey, D. C., Shirley, L., Alangui, W. V., Palhares, P., & Gavarrete, M. E. (2016). Current and future perspectives of ethnomathematics as a program (p. 45), Springer Nature. https://library.oapen.org/bitstream/handle/20.500.12657/28108/1/1001886.pdf

Stavrianos, A., & Pratt-Adams, S. (2023). Experience as the sought outcome: From foundational skills to inclusive and holistic learning, Open Journal of Social Sciences, 11(10), 19-35. https://doi.org/10.4236/jss.2023.1110002

Tuazon, N. (2021). People of Filipino heritage, In: Purnell, L., Fenkl, E. (eds) Textbook for Transcultural Health Care: A Population Approach: Cultural Competence Concepts in Nursing Care, 365-394. https://doi.org/10.1007/978-3-030-51399-3_14

Vaismoradi, M., Jones, J., Turunen, H., & Snelgrove, S. (2016). Theme development in qualitative content analysis and thematic analysis, Journal of Nursing Education and Practice, 6(5), 100-110. https://doi.org/10.5430/jnep.v6n5p100

Washburn, D. K., & Crowe, D. W. (1988). Symmetries of culture: Theory and practice of plane pattern analysis, University of Washington Press.

Weissmann, G. S., Ibarra, R. A., Howland-Davis, M., & Lammey, M. V. (2019). The multicontext path to redefining how we access and think about diversity, equity, and inclusion in STEM, Journal of Geoscience Education, 67(4), 320-329. https://doi.org/10.1080/10899995.2019.1620527

Woods, D. L. (2005). The Philippines: A global studies handbook, Bloomsbury Publishing USA. https://doi.org/10.5040/9798400696749