Constructs of engagement emerging in an ethnomathematically-based teacher education course

Verner, Igor M.; Massarwe, Khayriah; Bshouty, Daoud

doi:10.1016/j.jmathb.2013.06.002

Cited by 41 publications

(35 citation statements)

References 21 publications

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“…According to Fitroh and Himawati (2015) education and culture is something that can not be avoided in daily life because culture is a unity which is applied in society. One of that is able to be a bridge between culture and education is ethnomathematics (Verner, 2013). According to Fitroh and Himawati (2015), ethnomathematics is mathematics, which it had an influence or is based on culture.…”

Section: Article Historymentioning

confidence: 99%

The Effectiveness of Mathematics Teaching Material Based on Ethnomathematics

Imswatama

Lukman

2018

Int.J.Trends.Math.Edu.Research

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The study aims to know the effectiveness of mathematics teaching material used based on ethnomathematics toward mathematical solving problem skill and student critical thinking and to know how student activity on mathematics learning by applying mathematics teaching material based on ethnomathematics. Research method applies a quantitative method with post-test only control design research type. Sampling technique applies cluster random sampling. Data collection technique applies documentation, observation, and test method. Data analysis technique applies quantitative data analysis by using t-test. Based on data analysis result, mathematics teaching material based on ethnomathematics proves effective toward solving problem skill and student mathematical critical thinking. Besides, by applying mathematics teaching material can raise student activity.

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Section: Article Historymentioning

confidence: 99%

The Effectiveness of Mathematics Teaching Material Based on Ethnomathematics

Imswatama

Lukman

2018

Int.J.Trends.Math.Edu.Research

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“…In addition, several researchers developed and implemented a theoretical structure to analyze students' lack of desire to participate in a cultural course for teachers (Verner, Massarwe & Bshouty, 2013). Participants were preservice and in-service teachers, Arabs and Jews, religious and secular, who studied geometry through inquiry into geometric ornaments drawn from diverse cultures, and acquired knowledge and skills in multicultural education.…”

Section: The Contribution Of An Ethnomathematical Curriculummentioning

confidence: 99%

Development of Mathematical Thinking through Integration of Ethnomathematic Folklore Game in Math Instruction

Fouze

Amit

2017

EURASIA J MATH SCI T

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In light of all the difficulties and challenges facing us today in improving math education, questions arise regarding how to develop students' mathematical thinking and conception, how to increase student motivation to learn math, how to improve achievement in math, and how to maintain an interesting, enjoyable, and successful learning process in math. In this paper we will present one solution to these questions according to the ethnomathematical approach, which combines culture and math instruction: the integration of ethnomathematical folklore games in the instruction of math. On this background, the proposed paper will discuss the following issues: (1) the definition and essence of ethnomathematics; (2) the historical development of the ethnomathematical approach; (3) the political aspect of ethnomathematics; (4) Lev Vigotsky's constructivist theory and its relation to ethnomathematics; (5) the importance of developing a curriculum that integrates cultural values; (6) the contributions of an ethnomathematical curriculum; (7) various approaches regarding the ethnomathematical curricula; (8) proposals for the development of ethnomathematical curricula; (9) What is a mathematical game; (10) Discussion; (11) Summary and suggestions.

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“…First, we considered the model's potential as applicable to different internal and external framings of mathematics teaching environments. For example, Lewis (2013) and Verner et al (2013) have already demonstrated ES's degree of portability out of the US city context and within K-12 and post-secondary mathematics classrooms. Secondly, a wider aim is to explore any mapping of emotions between teacher and student, as patterns emerging for any individual might act to facilitate or block the experience of emotions (for teachers and for students) as engagement is a bi-directional transaction between them (Boykin et al, 2011).…”

Section: Perspective and Conceptual Frameworkmentioning

confidence: 99%

Teachers’ Classroom Engagement Structures: A Comparative Study of a Novice US and an Experienced UK Mathematics Teacher

2019

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This chapter describes the 'in-the-moment' affect of one novice and one experienced teacher by building on the contributions of Goldin, Epstein, Schorr, and Warner's (2011) 'engagement structure' archetypes. The two case studies depict the powerful mathematical affect exhibited whilst teaching by describing a constellation of interacting strands within each structure. Findings reveal that engagement structures, first theorised for students, may be inferred from observations across different demographic and professional teaching contexts. We believe the value of engagement structures is in helping teachers notice how their 'in-the-moment' behaviour as mathematics teachers may mirror the 'in-the-moment' behaviour of their mathematics learners. We suggest engagement structures offer a lens for examining teachers' affective states, and the role the affective domain can play in teacher education and professional development.

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Constructs of engagement emerging in an ethnomathematically-based teacher education course

Cited by 41 publications

References 21 publications

The Effectiveness of Mathematics Teaching Material Based on Ethnomathematics

The Effectiveness of Mathematics Teaching Material Based on Ethnomathematics

Development of Mathematical Thinking through Integration of Ethnomathematic Folklore Game in Math Instruction

Teachers’ Classroom Engagement Structures: A Comparative Study of a Novice US and an Experienced UK Mathematics Teacher

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