Ethnomatematics is a study of the different ways in which people solve mathematical problems and practical algorithms based on their perspectives. This study refers to various forms of mathematics as consequences which are embedded in cultural activities. Meanwhile, culture-based mathematics learning is one way that is perceived to make meaningful and contextual mathematical learning highly related to the cultural community and will be applied later in harmony with that community, as well as interesting and enjoyable learning. If this is done habituation from an early age will build the character of students. The researcher proposes possibilities for ethnomatematics to enggage the curriculum and have a relatively similar role in formal mathematics, namely; (1) substitute for school mathematics; (2) supply for school mathematics; (3) milestones into school mathematics: (4) motivation for school mathematics and (5) as a local content of school mathematics and scheme to develop student’s character.
AKM berfungsi untuk mengukur kompetensi siswa maka soal AKM terdiri dari berbagai konten atau topik, beragam konteks serta beberapa tingkat proses kognitif. Penelitian ini menggunakan metode kualitatif deskriptif dengan tujuan untuk mendeskripsikan kemampuan numerasi siswa SMA dalam meyelesaikan soal AKM. Subjek penelitian ini adalah tiga orang siswa dari kelas X dengan diberikan soal tes AKM dan melakukan wawancara. Hasil penelitian ini yaitu berdasarkan hasil tes soal AKM dari 15 siswa terdapat 11 siswa dengan kemampuan numerasi rendah, tiga siswa dengan kemampuan numerasi sedang, dan satu orang siswa dengan kemampuan numerasi tinggi. Berdasarkan hasil wawancara, siswa dengan kemampuan numerasi rendah pada level pemahaman menentukan informasi dari bacaan dengan tepat, pada level penerapan siswa belum mampu memberikan solusi penyelesaian dari soal, dan pada level penalaran siswa belum mampu menganalisis dan menyelesaikan soal. Siswa dengan kemampuan numerasi sedang pada level pemahaman mendapatkan informasi dari bacaan dengan tepat, pada level penerapan siswa memberikan solusi penyelesaian dari soal, dan pada level penalaran siswa cukup mampu dalam menganalisis dan menyelesaikan soal dan disertai alasan yang tepat. Sedangkan siswa dengan kemampuan numerasi tinggi pada level pemahaman mendapatkan informasi dari bacaan dengan tepat sehingga siswa memahami soal, pada level penerapan siswa memberikan solusi penyelesaian dari soal, dan pada level penalaran siswa mampu menganalisis dan menyelesaikan soal disertai alasan yang tepat. Peneliti menyarankan agar guru dan siswa memperbanyak latihan soal AKM untuk melatih kemampuan numerasi siswa dalam pemahaman, penerapan, dan penalaran siswa agar siswa menjadi terbiasa dalam proses kognitifnya serta mempersiapkan siswa menghadapi soal AKM.
The purpose of this study was to examine the abstraction thinking or the vertical reorganization activity of mathematical concepts of high school students while taking account of the abstraction that was constructed earlier, and the socio-cultural background. This study was qualitative in nature with task-based interviews as the method of collecting the data. It involved 62 high school students, and conducted for one year. The study focused on activities related to how the subjects grouped plane figures, recognized the attributes of each two plane figure, recognized the relation among them based on their attributes, defined plane figures, connected their attributes, as well as constructed the relations among plane figures. The results indicates that the abstraction level of high school students in constructing the relations among quadrilaterals consists of concrete visual level, semi-concrete visual level, semi-abstract visual level, and abstract visual level, together with indicators of each level. Therefore, the researchers suggest that it is necessary to design a learning activity that facilitates the four levels of abstraction, so that a student might increase his/her level of abstraction.
This study aims to identify the potential learning opportunities provided by ancient china’s geometric diagram introduced by Liu Hui into student task in learning Pythagorean theorem. We investigate the role of the history-based task, from Nine Chapter, in supporting students’ mathematics literacy and geometrical reasoning. Design research was chosen as a method to reach the purpose. Our discussion is limited only from a part of one phase, namely pilot experiment, from three main phases of design research. This research was conducted at three different Junior High schools in Indonesia. The instructional activities were designed based on history-based problem-solving. The analysis was focused on students’ learning process, and specifically, the results of their visual reasoning and mathematical literacy. The result indicated that the use of figures or diagrams, with written information act as a support for performing algebraic calculations for students who are unfamiliar using symbol or algebraic operation. In this way, by using geometric manipulation, a new figure is arrived at on which the solution can now be read easier. Furthermore, by using history-based context, students got more opportunities to improve their performance in mathematics literacy by formulating various contextual mathematics problem, sourced from history, into mathematical form.
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