In general, many people still view mathematics as a subject that is far from reality and culture in everyday life. Historically, in fact, mathematics is very close to daily life and was developed by humans in response to the surrounding phenomena. Indonesia has diverse cultures, including in Yogyakarta. This culture can be used to explore mathematical concepts as a transformational effort to bring mathematics closer to the reality and perception of its people. Besides, we can use culture as the basis of learning mathematics in schools. Therefore, this study seeks to explore a mathematical concept of geometry transformation in the Yogyakarta batik pattern. This is an ethnography study. The research data were collected through observations, literature studies, and interviews with the batik culture practitioner and artist to understand the batik techniques and moral, historical, and philosophical values in each batik motif. This study's results indicate that in Yogyakarta batik, it uses the concept of geometry transformation in the making of Yogyakarta's unique Batik motif. Besides that, each motif or pattern also contains local values. These, namely moral, historical, and philosophical values, can be felt, reflected, and applied in daily life, such as values that teach leadership, good deeds, and so on.
Este trabalho foi elaborado em tópicos autônomos para discutir a configuração da educação matemática como área de pesquisa e, num panorama histórico, expõe e analisa como têm sido implementados, efetivamente, esforços para sua consolidação no Brasil. A partir da apresentação de alguns elementos relativos à emergência e à organização da pesquisa em educação matemática no panorama internacional (D'Ambrósio), ele passa a esboçar as motivações e estrangulamentos que levaram à criação de um grupo de trabalho específico sobre educação matemática na ANPEd (Igliori). Miguel e Garnica, por fim, discutem, sob referenciais distintos, a disciplinarização da educação matemática. São, em resumo, quatro olhares e vozes que, ora em fina sintonia, ora em contraponto, surgem fincados no espaço que os autores desejam, com seus discursos, ver consolidado: a educação matemática.
The term ethnomathematics is used to express the relationship between culture and mathematics. The term requires a dynamic interpretation because it describes concepts that are themselves neither rigid nor singular—namely, ethno and mathematics (D'Ambrosio 1987). The term ethno describes “all of the ingredients that make up the cultural identity of a group: language, codes, values, jargon, beliefs, food and dress, habits, and physical traits.” Mathematics expresses a “broad view of mathematics which includes ciphering, arithmetic, classifying, ordering, inferring, and modeling” (pp. 2–3).
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