Self and peer assessment will help learners understand multiple mathematical strategies and reflect and apply on new learned thinking strategies. Feedback helps learners to improve. Marks do bring changes but written or verbal feedback makes big impact on learners encourages them to perform better.

Just for an instance: After teaching algebraic expressions: I noticed that students expand the algebraic expressions incorrectly. Will use my next lessons to correct the common mistakes. This way assessment informs my teaching plan.

Using Class investigations: Will assigned students to collect real life data like ( favorite fruits, or breakfast or shoe sizes). Facilitator will observe how they organize and interpret data - identify who needs help with representing data using graphs or calculating probabilities.

Quick formative assessment on diagrammatic representation helps facilitator to identify the misunderstanding on labelling of the diagrams. Learner can reteach or clarify the concepts.

Assessment data reveals which student needs special attention and additional practice Self correction helps student identify their errors or weak area in their diagranatic representation and correct them using teachers help. This develops them to improve their critical thinking skills.

Self-management and research skills are also developed, as students organize their work, set goals for completing tasks.

By connecting mathematical concepts to local and global contexts, students can see how calculus is relevant in real life, from city planning to worldwide environmental issues. For example integration. Overall, this approach makes learning meaningful and helps to develop essential skills for lifelong learning.

Through an ethnomathematical lens, these values reflect how Bugis navigators historically used mathematical reasoning and persistence in mapping stars, distances, and directions for sea travel. Students can see that structured thinking and careful time management in algebra echo their ancestors’ logical and methodical approaches.

Globally, this shows that perseverance and organization are universal mathematical skills used by mathematicians and scientists across cultures.

From an ethnomathematical perspective, data interpretation can connect to Indonesian community practices, such as farmers recording rainfall or fishermen predicting seasons based on observed patterns. Reflection helps students appreciate how mathematics and time management have long supported local decision-making and sustainable living.

Globally, this reinforces that reflection and self-regulation are key to using mathematics responsibly in social and environmental contexts.

Through ethnomathematics, this can be related to traditional Bugis and Indonesian architecture, where geometric precision and proportional reasoning are essential in designing houses, ships (phinisi), and weaving patterns. The process also reflects gotong royong (collaboration), as these tasks traditionally involved shared community effort—just as students collaborate in solving complex calculus problems.

Globally, this connection shows that mathematical accuracy, integrity, and teamwork are shared human practices rooted in cultural and historical knowledge.

This approach based on inquiry is important for them to have develop their own questions and their curiosity towards the topic.

Later on, I can approach different aspects of it regarding populational growth and economical implications (eg Malthusian Theories and the scarcity of resources). It will develop a connection between mathematics and the impacts of human development in nature.

Students are able to develop their own theodolites to measure angles and to apply trigonometric ratios to real-life problems.

Also, it can be addressed in the local context of demarcation of indigenous lands and also to measure areas of environmental protection.