Abstract
This article provides a comprehensive analysis of the ethnolinguistic representation of Kazakh measurement terms found in the problem texts of Kanysh Satpayev’s Algebra textbook. The aim of the study is to examine these measurement units (length, distance, volume, weight) not only as linguistic elements, but also as reflections of national worldview and cultural codes. The author demonstrates how mathematical concepts are adapted to the everyday experience of Kazakh students from an ethnolinguistic perspective. Kazakh measurement terms constitute important ethnolinguistic elements within the system of ethnographic and cultural values. They represent a linguistic manifestation of a traditional system of measurement rooted in centuries-old folk experience. The traditional Kazakh system of measurement includes key categories such as length, distance, volume and quantity, weight, time, and seasonality. In Satpayev’s textbook, emphasis is placed on those units that are closely connected to students’ daily lives. By using familiar and commonly used traditional measures, the author effectively links abstract theoretical concepts with real-life experience. This approach aligns the textbook with the national cultural context and enhances its value as both a cognitive and methodological educational resource. The study concludes that Algebra serves not only as a tool for teaching mathematics, but also as an ethnolinguistic and cognitive heritage that integrates national scientific language with a culturally embedded worldview.