Ethnomathematics: Formal Mathematics Milestones for Primary Education

Abstract

Ethnomatematics is a study of the different ways in which people solve mathematical problems and practical algorithms based on their perspectives. This study refers to various forms of mathematics as consequences which are embedded in cultural activities. Meanwhile, culture-based mathematics learning is one way that is perceived to make meaningful and contextual mathematical learning highly related to the cultural community and will be applied later in harmony with that community, as well as interesting and enjoyable learning. If this is done habituation from an early age will build the character of students. The researcher proposes possibilities for ethnomatematics to enggage the curriculum and have a relatively similar role in formal mathematics, namely; (1) substitute for school mathematics; (2) supply for school mathematics; (3) milestones into school mathematics: (4) motivation for school mathematics and (5) as a local content of school mathematics and scheme to develop student’s character.

Elemen Etnomatematik dalam Pengajaran dan Pembelajaran: Kajian Literatur Bersistematik

“…Sehingga pelajar mempunyai motivasi tersendiri dalam belajar Matematik. Manakala jika Etnomatematik digunakan dalam pembelajaran Matematik akan membantu pelajar untuk menerokai pelbagai cara untuk menyelesaikan masalah Matematik yang diberikan bergantung kepada perspektif pelajar (Budiarto et al, 2019). Selanjutnya ada juga nama Marcia Ascher yang banyak menulis tentang pembelajaran Matematik (Ascher, 1991).…”

“…Jadual 2: Kajian Mengikut Negara Berdasarkan kepada Rajah 2, dapat disimpulkan bahawa kajian empirikal terpilih paling banyak dilaksanakan di negara Indonesia berjumlah 30 kajian (Aini et al, 2018;Budiarto et al, 2019;Farokhah et al, 2017;Fendrikfendrik et al, 2020;Fitriyah et al, 2018;Hakim et al, 2020;Dewi Herawaty et al, 2020;Kusuma et al, 2019;Kusumaningsih et al, 2020;Lena et al, 2019;Mauluah & Marsigit, 2019;Muhammad et al, 2019;Mukeriyanto et al, 2020;Nursyahidah et al, 2018;Pinheiro, 2020;Rohaeti et al, 2020;Roza et al, 2020;Septianawati et al, 2017;Sowanto & Mulyadin, 2019;Susiana et al, 2020;Triwahyuningtyas et al, 2020;Ulya & Rahayu, 2018;Utami et al, 2020;Vitoria & Monawati, 2020;Widada et al, 2019;Widada, Herawaty, Andriyani, et al, 2020;Widada, Herawaty, Beka, et al, 2020;Yunian Putra & Indriani, 2017). Kajian mengikut negara memang yang paling banyak di Indonesia akan tetapi jumlah negara yang ada daripada keseluruhan artikel yang dianalisis ialah sebanyak 10 negara.…”

“…Rajah 3: Analisis dari aspek tahun terbit Seterusnya berdasarkan tahun keluar dari 2010 sehingga 2020, tahun 2020 menjadi tahun yang paling banyak menerbitkan artikel yang berkaitan dengan Etnomatematik (Fendrikfendrik et al, 2020;Hakim et al, 2020;Dewi Herawaty et al, 2020;Kusumaningsih et al, 2020;Mukeriyanto et al, 2020;Pinheiro, 2020;Rohaeti et al, 2020;Roza et al, 2020;Shahbari & Daher, 2020;Sunzuma & Maharaj, 2020;Susiana et al, 2020;Triwahyuningtyas et al, 2020;Utami et al, 2020;Widada, Herawaty, Andriyani et al, 2020;Widada, Herawaty, Beka et al, 2020) Jika merujuk kepada pendekatan kaedah yang digunakan dalam kajian-kajian yang telah dijalankan, kaedah kualitatif menjadi kaedah yang paling banyak digunakan sebanyak 43% (Budiarto et al, 2019;Fendrikfendrik et al, 2020;Hakim et al, 2020;Karen François & Charoula Stathopoulou, 2012;Kusumaningsih et al, 2020;Mauluah & Marsigit, 2019;Mohamad et al, 2011;Muhammad et al, 2019;Nursyahidah et al, 2018;Pinheiro, 2020;Roza et al, 2020;Septianawati et al, 2017;Susiana et al, 2020;Ulya & Rahayu, 2018;Utami et al, 2020;Widada et al, 2019;Yunian Putra & Indriani, 2017), manakala kaedah selanjutnya yang banyak digunakan ialah penyelidikan dan pembangunan dengan 40% dari total kajian (Aini et al, 2018;Fitriyah et al, 2018;Dewi Herawaty et al, 2020;Lena et al, 2019;…”

Ethnomathematics Exploration in Panataran Temple and Its Implementation in Learning

“…Culture-based mathematics, often called ethnomatematics, is an approach used to explain the role of mathematics in culture. Ethnomatematics can be described as a way, in which people from certain cultures use mathematical ideas and concepts in their culture [9], [10], [13], [14]. Objects in ethnomatematics are community activities, historical objects, and cultural products of a society that have mathematical concepts.…”

“…The purpose of ethnomatematics is to understand the relationship between mathematics and culture, so that students' perceptions of mathematics become more precise, and learning mathematics becomes more meaningful because it is adjusted to the context of culture and social life. [3], [10], [14].…”