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

Abstract

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.

Ethnomathematics Role As an Encouragement of the Growth of Student’s Nationalism

“…The research, explores and searches of Chinese cultural objects, which can be used as a tool to apply the ethnomathematics approach from Elementary, Junior High School, until University level. Amit and Fouze (2018), wrote that ethnomathematics is a learning approach that is carried out by teaching mathematics by linking mathematics with the artistic of the nation's own culture and involving the needs and life of its people. If mathematics learning is given to the students through an ethnomathematics approach, it is hoped that there will be a growing love for the homeland, pride, and love for their own culture, and be ready to preserve the cultural products that are on our beloved earth.…”

Ethnomathematics: Exploring the Activities of Designing Kebaya Kartini

“…Ethnomathematics explores the interaction of academic and cultural ways to provide inclusive developmental programs for diverse populations served by educational institutions (Rosa, et al 2016). The cultural mathematics of cultural groups is considered part of their life characteristics and developed by the cultural group and serves their natural interests, which derive from their social situation (Fouze & Amit, 2018;Anderson, 1990). Therefore, teachers have a large influence over shaping the boundaries between the two fields of formal mathematics and Ethnomathematics and on the comprehensive integration of daily mathematical activities into mathematics.…”

Blown Away in the Wind of Change: Can Extinct School Folktales be awakened through Mathematics Storytelling in Nigerian Basic Education?

“…In other words, storytelling encourages discussion, improves listening skills, creates enthusiasm or excitement for study, and develops creativity. The use of stories from within the students' culture and previous knowledge contributes greatly to the students' learning process, help them better understand the study material, raise their motivation and, ultimately, improve their achievement in mathematics (Fouze & Amit, 2018). In line with Abah (2018), the poetic stories sometimes deployed by some teachers provide alternative discourse in which learners could explore mathematical ideas from popular songs and lyrics, strengthen students' cognitive understanding of mathematical concepts and simultaneously bolster students' confidence in carrying out mathematical operations.…”