Ethnomathematics and Its Pedagogical Action in Mathematics Education

D’Ambrósio, Ubiratan; Rosa, Milton

doi:10.1007/978-3-319-59220-6_12

Cited by 31 publications

(18 citation statements)

References 7 publications

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“…Learning will learn through culture can help students discuss and appreciate their own culture (Supriyadi et al, 2020). In addition, it can increase creativity, respect self-esteem, and mutual respect, and offer a broad view of help (D'Ambrosio & Rosa, 2016). Ethnomathematics is closely related to daily life, therefore children will more easily discuss the material if departing from their contextual and cultural problems (Zaenuri & Dwidayati, 2018;Rahayu et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Malind-Papua Ethnomathematics: Kandara Musical Instrument as Learning Media for Geometry Concepts in Elementary School

Fredy¹,

Halimah²,

Hidayah³

2020

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Each regions has a local culture that is the identity of the area. The Malind (Anim Ha) tribe as the original tribe of Merauke has a musical instrument that has a copyright kandara. Kandara was used as a musical accompaniment of dances and songs at traditional ceremonies. Kandara can be used as a learning media for the concept of geometry in elementary schools. This article aimed to describe the instrument of the musical instrument as an ethnomatematics of the Malind-Papua tribe that can be used as a learning medium for geometrical concepts in elementary schools. It was qualitative research using the ethnographic approach. Sampling using a cluster random sampling technique. The results showed that, the first ethnomatematics were found in parts of the kandara such as the handle or hands of the kandara, head, bodyor middle part and the tail of the kandara. Secondly, the musical instrument of kandara can be used as a learning medium to explain the concepts of geometry in elementary school in the form of the concept of angles, flat shapes (triangles, rectangles and circles) and building spaces (incised cones and tubes). Thirdly, ethnomatematics can be a learning material in elementary schools based on local culture, not only can help students understand mathematical concepts well but also maintain and respect the cultures of local communities (Malind tribe as an indigenous of Merauke). Keywords: Ethnomathematics, Kandara, Learning Media, Geometry Concepts

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Section: Introductionmentioning

confidence: 99%

Malind-Papua Ethnomathematics: Kandara Musical Instrument as Learning Media for Geometry Concepts in Elementary School

Fredy¹,

Halimah²,

Hidayah³

2020

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“…Incorporating cultural elements in mathematics learning, teachers need to have the ability to explore mathematical phenomena in cultural elements as learning content. These mathematical phenomena in cultural practice are called ethnomatematics (D'Ambrosio & Rosa, 2016). Ethnomatematics can be used as a bridge between mathematics and culture (Tandililing, 2013).…”

Section: Introductionmentioning

confidence: 99%

Ethnomathematics: Musical Instrumen in Ja'i Dances for Culturally Responsive Teaching in Elementary Schools

Bito

Fredy

2020

pej

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In cultural responsive learning, teachers need to have the ability to explore mathematical phenomena in cultural elements as learning content. This research is a qualitative descriptive study aimed at exploring ethnomathematics in Bajawa traditional dances, namely the Ja,i dance, its relevance to competency standards and basic mathematics competencies in elementary schools. The approach used is ethnographic. The technique used is observation and study of documents and the researcher himself acts as the main instrument. Observations were made on the accompanying music devices contained mathematical concepts. Furthermore, researchers compare with the basic competencies of elementary school mathematics. The results showed mathematical material was found in the musical instrument section of Ja,i dance. The surface of the gong and the drum (gendang) are circular, the body of the large drum is frustum of a cone, and the gendang laba kagu, laba bhuga and gong are tube-shaped. In the middle of the gong there is a kind of lump which is shaped like a half ball. The implementation of this research can be applied in cultural responsive learning in elementary schools.Keywords: ethnomathematics, learning, cultural responsive, jai,i dance

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“…Bu kuramsal çerçeveye göre okul matematiğinin en önemli amacı öğrencilerin içinde bulundukları kültürde var olan matematiksel düşüncelerin farkında olmalarını, matematiği günlük hayatın bir parçası olarak görebilmelerini ve böylelikle kültürlerine değer vermelerini sağlamak olmalıdır. Bu farkındalık ve bilincin diğer bilişsel becerileri beraberinde getireceği savunulmaktadır (D'Ambrosio ve Rosa, 2017).…”

Section: Kuramsal çErçeveunclassified

“…According to this theoretical framework, the most important aim of school mathematics should be to make students aware of the mathematical thinking that exists in the culture they are in, see mathematics as a part of daily life and thus value their culture. It is argued that this awareness and consciousness will lead to the development of other cognitive skills as well (D'Ambrosio & Rosa, 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Ethnomathematics Activities: Reflections from the Design and Implementation Process

Ergene¹,

Yazıcı²

2020

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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Ethnomathematics is a field of mathematical ideas and activities that are embedded in the cultural contexts of societies. The present study aimed to examine the ethnomathematics activities designed by pre-service mathematics teachers in terms of the pre-service teacher variable, the implementation of the designed activities in the classroom environment in terms of the pre-service, the in-service teachers and student variables and to determine pre-service and in-service teachers' awareness of ethnomathematics, their prior learning of ethnomathematics and their use of ethnomathematics in professional life. In this qualitative research study, the multiple case study was utilized. The participants of the study were 28 pre-service teachers, 71 students and 2 in-service teachers. The data collection tools of the study were the activities designed by the preservice teachers, the questionnaires administered to the in-service teachers and students, the semi-structured interviews held with the pre-service teachers and the researchers' field notes. The data collection process of the research was carried out in three phases consisting of preparation, design and implementation. The designed activities were analyzed in terms of the curriculum (related topics, prior learning) and use of material, and the data obtained from the questionnaires were analyzed by creating codes and categories according to the characteristics of the questions in the questionnaire. The fact that there are too many geometric elements in the Turkish culture, a limited number of studies in the field of ethnomathematics, an insufficient number of books, and individual characteristics of the pre-service teachers have influenced the design process of the activity. It was revealed that the activity implementation process had some advantages, such as increasing students' interest in the lesson, making the class enjoyable, and enabling the teaching of cultural elements, as well as a disadvantage in terms of classroom management. The design of the ethnomathematics activities and their implementation in the classroom environment increased the pre-service and in-service teachers' awareness of the relationship between culture and mathematics. In the questionnaires, pre-service and in-service teachers stated that they wanted to use ethnomathematics activities in their professional lives. Similarly, the students indicated that they wanted to do similar activities related to culture in mathematics lessons.

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Ethnomathematics and Its Pedagogical Action in Mathematics Education

Cited by 31 publications

References 7 publications

Malind-Papua Ethnomathematics: Kandara Musical Instrument as Learning Media for Geometry Concepts in Elementary School

Malind-Papua Ethnomathematics: Kandara Musical Instrument as Learning Media for Geometry Concepts in Elementary School

Ethnomathematics: Musical Instrumen in Ja'i Dances for Culturally Responsive Teaching in Elementary Schools

Ethnomathematics Activities: Reflections from the Design and Implementation Process

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