Ethnomathematics Affirmed Through Cognitive Mathematics and Academic Achievement: Quality Mathematics Teaching and Learning Benefits

Junior high school students’ abilities in solving the open-ended mathematical problems with the context of Songket motif

“…Differences in putting the meaning of open-ended problems lead to different problemsolving plans (Chong et al, 2018). It confirms several research results that learning mathematics, associated with students' local culture, will make it easier for students to interpret and understand mathematics (Abiam et al, 2015;Harding, 2021;Nursyahidah et al, 2018). It will also be easier for students to understand because their abstract knowledge can be accommodated and assimilated by their knowledge in everyday life (Hasbi et al, 2019).…”

“…These are based on students' experiences in solving similar problems (Araiku et al, 2020;Mairing, 2017). In addition, students' experiences in everyday life also affect problem-solving (Harding, 2021;Hasbi et al, 2019). As is well known, this research implements the Kembang Tengah motif as the context in which the problem is developed.…”

Promoting the Pancasila Students’ Profiles through Mathematics Education in Schools: Ethnomathematics Roles

“…Some research (e.g. Harding, 2021;Nur et al, 2020;Pathuddin & Nawawi, 2021;Prahmana & Istiandaru, 2021;Supiyati et al, 2019) has demonstrated substantial differences between the kinds of mathematical practices people in various cultures engage in daily and those taught in schools. Particularly Masingila (1993) emphasizes how knowledge of mathematics "gained in our out-of-school situations often develops out of activities which:…”

Effectivess of Ethnomathematics Integration in the Grade 8 of Oanari National High School

“…Utilizing an ethnomathematics instructional philosophy includes recognizing and honoring students' cultural experiences, creating an effective classroom environment, implementing specific mathematics teaching and learning principles, establishing cultural classroom experiences, understanding concrete real-world ethnomathematics approaches, grasping metacognition, employing math groups, differentiating instruction, assessing what is valued, and implementing curriculum. Furthermore, how to support teachers in their move to ethnomathematics curriculum is expounded (Harding, 2021). Brazilian mathematician Ubiratan D'Ambrosio coined the term "ethnomathematics" in 1987.…”

“…Ethnomathematics benefits the classroom by improving student mathematics knowledge through focused conversations, productive mathematics struggles, guided inquiry, esteeming cultural knowledge, and dispositions of engagement and motivation. Ethnomathematics is worth the time, effort, and thought because it perpetuates mathematics learning within the classroom (Harding, 2021). Recent studies in ethnomathematics suggest that ethnomathematics support student agency, achievement, and creativity.…”