A Influência da Cultura Local no Processo de Ensino e Aprendizagem de Matemática numa Comunidade Quilombola

Santos, Jailson Gomes dos; Silva, Jonson Ney Dias da

doi:10.1590/1980-4415v30n56a07

Cited by 4 publications

(2 citation statements)

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“…Furthermore, Wijaya, Doorman, and Keijzer (2011) perspective. Dos Santos and da Silva (2016) showed that at the Quilomba School in Brazil there is a need to provide access to mathematical knowledge with Ethnomathematics collaboration. In Indonesia,…”

Section: Rotationmentioning

confidence: 99%

Learning Geometry and Values From Patterns: Ethnomathematics on the Batik Patterns of Yogyakarta, Indonesia

Prahmana

D’Ambrósio

2020

J. Math. Educ.

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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.

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Section: Rotationmentioning

confidence: 99%

Learning Geometry and Values From Patterns: Ethnomathematics on the Batik Patterns of Yogyakarta, Indonesia

Prahmana

D’Ambrósio

2020

J. Math. Educ.

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“…Napalkov and Gusev (2014), Kharitonov (2015) connect the involvement of schoolchildren in creativity with the use of WEB-technologies. Santos & Silva (2016) pay special attention to the research method of learning with the use of case technologies. Modeling the process of scientific creativity in teaching mathematics is examined in the works of Rosa & Orey (2012).…”

Section: Literatures Reviewmentioning

confidence: 99%

Formation of Schoolchildren’s Creative Activity on the Final Stage of Solving a Mathematical Problem

Zelenina

Khuziakhmetov

2017

EURASIA J MATH SCI T

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The aim of the research is to study the possibilities of the final stage of working with a mathematical problem as a means of forming schoolchildren's creative activity. The leading method of investigating this problem is to establish the correspondence between the components of the final stage of working with the mathematical problem and the procedural features of the student's creative activity. The study resulted in defining the structure of the final stage of working with a mathematical problem, which made it possible to identify a certain set of activities that make up the ability to work with the problem on the final stage of its solution. The article establishes the relationship between actions appropriate to this stage of work with the task and signs of the student's creative activity. It is proved that in the process of working with the problem on the final stage of its solution, students develop procedural features of creative activity. The author's method of forming students' creative activity suggested in the article can be used by the teachers of mathematics in school practice, by the authors of methodological manuals for students and teachers, and also can be used as the basis for a special course for students of pedagogical universities.

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Educação Escolar Quilombola Em Debate

Moura

Soares

2022

Cad. Pesqui.

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Resumo Este artigo tem como objetivo mapear e analisar a produção acadêmica sobre educação escolar quilombola, no período de 2009 a 2019. A metodologia utilizada foi a revisão sistemática, acionando a centralidade do debate em três questões: educação diferenciada, identidade e desafios para implementação da educação escolar quilombola. Concluímos que a produção analisada ainda apresenta uma primeira onda de reivindicação da educação escolar quilombola como modalidade de educação. Torna-se necessária a iniciação de uma segunda onda que busque investigar e avaliar as experiências quilombolas escolares em diferentes contextos e regiões na tentativa de subsidiar a resolução de problemas concretos sobre os aspectos pedagógicos e de financiamento da educação escolar quilombola.

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A Influência da Cultura Local no Processo de Ensino e Aprendizagem de Matemática numa Comunidade Quilombola

Cited by 4 publications

References 3 publications

Learning Geometry and Values From Patterns: Ethnomathematics on the Batik Patterns of Yogyakarta, Indonesia

Learning Geometry and Values From Patterns: Ethnomathematics on the Batik Patterns of Yogyakarta, Indonesia

Formation of Schoolchildren’s Creative Activity on the Final Stage of Solving a Mathematical Problem

Educação Escolar Quilombola Em Debate

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