Culture and mathematics learning: Identifying students’ mathematics connection

Kusaeri, Al; Pardi, Habib Husnial; Quddus, Abdul

doi:10.20414/betajtm.v12i1.264

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…Existing mathematics education research is generally more focused on the classroom. However, there are new findings that show that a lot of mathematics knowledge can also be obtained outside of school, one of them is findings about ethnomathematics [14]. Students develop representations and procedures into their cognitive system, which is a process that occurs in the context of social activities that are built.…”

Section: Methodsmentioning

confidence: 99%

Cultural-Based Alternative Assessment Development in Elementary School Mathematics

Sukmawarti¹,

Hidayat²

2021

Proceedings of the First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020)

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Assessment is an integral part o curriculum. Mathematics assessment is a mathematics learning tool that is useful for teachers as a reflection and to determine the competence of their students. However, the assessment applied by the teacher is still not in accordance with what has been tested or standardized. The measurement of student competence is still focused on the aspects of knowledge. The purpose of this research was to design an alternative assessment model based on culture in elementary school mathematics learning. This type of research is the development research of the Borg and Gall model, through the Define, Design, and Develop stages. This stage begins with analyzing the 2013 curriculum, analyzing basic competencies, and analyzing cultural values. Furthermore, designing an alternative assessment draft and validating it to experts, so that it becomes an alternative assessment model based on culture in elementary mathematics learning. The resulting mathematics alternative assessment has proven its validity in terms of material, language, and presentation, with a very good category.

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Section: Methodsmentioning

confidence: 99%

Cultural-Based Alternative Assessment Development in Elementary School Mathematics

Sukmawarti¹,

Hidayat²

2021

Proceedings of the First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020)

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“…Several studies link culture and mathematics learning (e.g., Kusaeri, Pardi, & Quddus, 2019;Susanti et al, 2020). The studies found that mathematics learning associated with local culture supported students' understanding of mathematical concepts even though the cultural products were just used as the learning media.…”

Section: A Introductionmentioning

confidence: 99%

Investigating students’ spatial ability in the context of cultural differences

Indriani¹,

Febrilia²,

Lutfianto

2020

BetaJTM

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[English]: Culture is believed to be one of the factors that influence mathematical learning. It supports the idea of culturally responsive mathematics education. This qualitative study aimed to investigate students’ spatial abilities and the possible linkages of cultural differences (parenting) with the abilities. Data were collected through questionnaires, initial ability tests, spatial ability tests, and interviews. The study began with the identification of the students’ culture from two different rural areas, namely Lalar Liang (LL) and Labu Lalar (LB), using a questionnaire, and a preliminary test was administered for the classification of students' mathematical abilities. Furthermore, six students were selected as subjects from the two cultures based on the high, medium, and low groups to be given a spatial reasoning test. In the last stage, the selected subjects were interviewed to identify the possible relationship between their culture and spatial ability. The students’ answers were analyzed according to the indicators of spatial ability and linked to the culture of students from the two areas. The findings show that students from LL have a better understanding of the dimensions of objects from various sides and the changes of the object shapes after rotating than from LB. The results of the interview indicated that there was a possible relation of parenting on students' thought patterns in solving mathematics problems. However, this needs to be proven by further empirical studies. Keywords: Spatial abilities, Cultural differences, Parenting, Mathematical learning [Bahasa]: Kultur siswa dipercaya menjadi salah satu faktor yang mempengaruhi pembelajaran matematika. Hal tersebut mendukung berkembangnya ide pendidikan matematika responsif kultur. Penelitian kualitatif ini bertujuan menginvestigasi kemampuan spasial siswa dan kemungkinan keterkaitan perbedaan kultur (pola asuh) dengan kemampuan spasial siswa. Data penelitian diperoleh melalui angket, tes kemampuan awal, tes kemampuan spasial, dan wawancara. Penelitian dimulai dengan identifikasi kultur siswa yang berasal dari dua desa berbeda, yaitu desa Lalar Liang (LL) dan Labu Lalar (LB), melalui angket dan pemberian tes awal untuk klasifikasi kemampuan siswa. Selanjutnya, enam siswa dipilih sebagai subjek dari dua kultur berdasarkan kelompok tinggi, sedang dan rendah untuk diberikan tes penalaran spasial. Pada tahap terakhir, subyek terpilih diwawancarai untuk mengidentifikasi kemungkinan hubungan kultur dengan kemampuan spasial. Hasil tes siswa dianalisis sesuai dengan indikator kemampuan spasial dan dikaitkan dengan pola asuh siswa dari dua desa tersebut. Hasil penelitian menunjukkan bahwa siswa yang berasal dari desa LL lebih mampu memahami dimensi bangun dari berbagai sisi dan perubahan bentuk benda setelah dirotasi, dibandingkan pada siswa yang berasal dari LB. Hasil wawancara mengindikasikan adanya pengaruh pola asuh terhadap pola pikir siswa dalam menyelesaikan masalah matematika. Tetapi, hal ini perlu dibuktikan melalui kajian yang lebih mendalam secara empiris. Kata kunci: Kemampuan spasial, Perbedaan budaya, Pola asuh, Pembelajaran matematika

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Traditional Houses in Ethnomathematical-Thematic-Connected-Based Mathematics Learning

Hariastuti¹,

Budiarto²,

Manuharawati³

2022

INT J EDUC METHODOL

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Traditional houses are part of the culture of every country. Indonesia is a country that has a variety of traditional houses. The traditional Banyuwangi house is known as the Using house. This house can be explored in terms of ethnomathematics and used as part of learning mathematics. This research is focused on knowing and describing mathematics learning that integrates the ethnomathematics of Using house, thematic, and connected models. The research was also conducted to determine the effectiveness of the learning that has been carried out. The results showed that the use of the Using house in ethnomathematical-thematic-connected-based mathematics learning: (1) could be done using the trivium concept (literacy, matheracy, and technoracy); (2) can be done thematically by integrating four subjects (Indonesian, social sciences, fine arts, and mathematics); (3) can be connected by integrating two mathematical concepts (two-dimensional geometry and arithmetic); (4) through seven phases of learning; and (5) effective because 80% of students can solve problems as expected.

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Culture and mathematics learning: Identifying students’ mathematics connection

Cited by 3 publications

References 6 publications

Cultural-Based Alternative Assessment Development in Elementary School Mathematics

Cultural-Based Alternative Assessment Development in Elementary School Mathematics

Investigating students’ spatial ability in the context of cultural differences

Traditional Houses in Ethnomathematical-Thematic-Connected-Based Mathematics Learning

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