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The most fundamental principle of Indonesian education is based on Pancasila as the Indonesia’s ideology that consists of five valuable precepts. However, the main problem is that Pancasila values are not integrated seriously in other school subjects, including mathematics. People argue that Pancasila is only properly taught in civic education, or its values are only relevant with religion education or social studies. Thus, this study aims to explore possible integration between Pancasila and elementary mathematics education. This paper presents how unity values as the third percept of Pancasila can be excavated to find out mathematical concepts for primary school children. An auto-ethnographic study is used as the main methodology through narrative inquiry of the researcher. Such methods lie on the multi-paradigmatic research design within transformative research. As a result, the exploration exposes some contexts of diversity in Indonesia and colonialism that can be used in mathematics problems. The problems might enhance students understanding of multiculturalism and sense of nationality as well as of mathematical concepts involved. Keywords—values; unity; Pancasila; Context; Mathematics

Exploring the Unity Value of Pancasila to Transform Mathematics Contexts in Primary School