In-service Secondary Teachers' Teaching Approaches and Views Towards Integrating Ethnomathematics Approaches into Geometry Teaching

Sunzuma, Gladys; Maharaj, Aneshkumar

doi:10.1590/1980-4415v34n66a02

Cited by 12 publications

(9 citation statements)

References 10 publications

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“…(2) teachers use mathematics to describe and appreciate the beauty of their culture, which may urge them to develop and preserve it. Sunzuma and Maharaj [14] have the same finding that incorporating culture in teaching mathematics gives another flavor to the teaching-and-learning process, thus making it more effective. The necessity of learning to think in new ways (having an open mind) and embracing the diversity of emerging ideas are valued in the modern classroom and upsetting the traditional classroom presentation [2].…”

Section: Cultural Lens Of Ethnomathematicsmentioning

confidence: 92%

In-service teachers mathematics conceptions through the lens of ethnomathematics

Bravo¹,

Cahilig²,

Galvez³

et al. 2023

World J. Adv. Res. Rev.

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The ethnomathematical perspective brings to light epistemological issues about teachers' conceptions of Mathematics. This study explores teachers' Mathematics conceptions and the evidence in their instruction framed using an ethnomathematical lens that highlights three dimensions: a practical approach that attends to the development of relations of Mathematics to reality, a social approach that proposes a view of Mathematics as a system of meanings of quantity, relationship, and space by a certain group of people, and a cultural approach that focuses on reflections from cultural groups that represent many different perspecAtives on Mathematics. Many researchers and educators recognize the significant influence of these approaches in interpreting and implementing Mathematics curricula. It influences how teachers' conceptions of mathematics affect their approach to teaching and learning mathematics. The survey adapted from Albanese and Perales and Andrews and Hatch reveals that the three approaches were given importance by the in-service Mathematics teachers of a teacher education institution in determining and developing their conceptions of Mathematics. The findings showed that the in-service teachers' conceptions of mathematics were visible from an ethnomathematical perspective. The practical approach in their instruction was highly evident but was the least important for the in-service teachers. Future research on how these conceptions play a part in the teaching-learning process is recommended. Conducting workshops and training for teachers on including an ethnomathematics approach in their instruction will help them more effectively design a lesson and reflect on the learning environment they would create in their classrooms.

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Section: Cultural Lens Of Ethnomathematicsmentioning

confidence: 92%

In-service teachers mathematics conceptions through the lens of ethnomathematics

Bravo¹,

Cahilig²,

Galvez³

et al. 2023

World J. Adv. Res. Rev.

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“…Sunzuma and Maharaj (2019) found that in-service teachers have well-grounded ethnogeometric knowledge as they recognise mathematics in traditional dances, round huts, pottery, carpentry, welding, and sewing, which is an important input for teaching geometry. In addition, Sunzuma and Maharaj (2020) stated that ethnomathematical approaches must be integrated into geometry classes and teachers must be trained for this. Rodríguez-Nieto (2021) explored the ethnomathematical connections between geometric concepts (cylinder, circumference, measurement of areas, volume, etc.)…”

Section: / 22mentioning

confidence: 99%

Networking Between Ethnomathematics, STEAM Education, and the Globalized Approach to Analyze Mathematical Connections in Daily Practices

Rodríguez-Nieto

Pastells

2022

EURASIA J Math Sci Tech Ed

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Ethnomathematics, STEAM Education, and the Globalized Approach are articulated to analyze mathematical connections in daily practices. For this, the networking strategies were considered (understand the theoretical approaches; contrast-compare; coordinate-combine; synthesize-local integration). In the coordination and comparison, the complementarities between the approaches were evidenced and based on these, an empirical phenomenon was analyzed on the connections in daily practices carried out by five artisans who worked in the elaboration of kites, cabinets, masks, and drawers, agriculture, and masonry. From the integration strategy, three results were identified: (i) intra-disciplinary connections, which make it possible to present mathematics as an integrated whole, rather than as a set of isolated knowledge; (ii) interdisciplinary connections, between knowledge from different disciplines that feed into each other; and (iii) connections between the mathematics practiced by cultural groups with institutionalised mathematics that are, at the same time, globalized because they relate mathematics to the socio-cultural context.

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“…El propósito fundamental de la Etnomatemática es reconocer y valorar las matemáticas practicadas por grupos culturales diferenciados cuando realizan sus prácticas cotidianas (D' AMBROSIO, 2001AMBROSIO, , 2014MARDIA;TURMUDI;NURJANAH, 2020;RODRÍGUEZ-NIETO, 2020, 2021, referidas a la elaboración de cometas, bollos, cajones, camas, armarios, casas, tortillas, panes, máscaras, entre otras prácticas cotidianas que están vinculadas a los diseños de artefactos como ollas, macetas, así como juegos diversos (e.g., fútbol) etc. En síntesis, la Etnomatemática auspicia a los profesores e investigadores en Educación Matemática a impartir contenidos matemáticos conectados con el contexto sociocultural de los profesores y estudiantes (ALBANESE; PERALES, 2020; RODRÍGUEZ-NIETO; AROCA; RODRÍGUEZ-VÁSQUEZ, 2019a;OREY, 2018OREY, , 2021SUNZUMA;MAHARAJ, 2020).…”

Section: Introductionunclassified

Conexiones Etnomatemáticas en la Elaboración del Sancocho de Guandú y su Comercialización en Sibarco, Colombia

Rodríguez-Nieto

Escobar-Ramírez

2022

Bolema

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Resumen La literatura sobre Etnomatemática evidencia que las investigaciones previas poco enfatizan en las conexiones entre el arte de la gastronomía y las matemáticas usadas para la elaboración de un determinado producto alimenticio, sino que se enfocan en prácticas cotidianas como la pesca, la carpintería, la albañilería, la ganadería, o bien, elaboración de artefactos como cometas, armarios, máscaras, vestidos, casas indígenas, la formación de estudiantes y profesores en el contexto de la etnomatemática y geometría, entre otros. Por lo tanto, el objetivo de este artículo es caracterizar las Conexiones Etnomatemáticas establecidas por cocineros tradicionales Mokaná en la elaboración y comercialización del sancocho de guandú, en Sibarco. Teóricamente, este estudio se fundamentó en la Etnomatemática, Conexiones Etnomatemáticas y las actividades universales. La metodología fue cualitativa, desarrollada en tres etapas, donde se seleccionaron los participantes-cocineros. Luego, se realizaron entrevistas semiestructuradas para recolectar los datos, analizados con base en el fundamento teórico. Los resultados evidencian Conexiones Etnomatemáticas como las relaciones entre los conocimientos matemáticos de los cocineros y la matemática institucionalizada, por ejemplo, usaron medidas convencionales como el metro, el litro, libra, arroba; unidades de medida no convencionales como el galón, la totuma, el saco, la cuchara de palo, la taza, el remillón, la carga, el bulto, entre otras. Asimismo, se evidenciaron procesos de conteos en la cantidad de ingredientes para el sancocho conectados con sus precios, nociones geométricas conectadas a la localización de la olla y nociones geométricas en la forma y diseño de la totuma, de la olla, la cuchara de palo, simetrías y el concepto de triángulo y plano en la conformación del fogón. Concluimos que este estudio ofrece un insumo de Conexiones Etnomatemáticas para la enseñanza-aprendizaje y comprensión de las matemáticas.

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In-service Secondary Teachers' Teaching Approaches and Views Towards Integrating Ethnomathematics Approaches into Geometry Teaching

Cited by 12 publications

References 10 publications

In-service teachers mathematics conceptions through the lens of ethnomathematics

In-service teachers mathematics conceptions through the lens of ethnomathematics

Networking Between Ethnomathematics, STEAM Education, and the Globalized Approach to Analyze Mathematical Connections in Daily Practices

Conexiones Etnomatemáticas en la Elaboración del Sancocho de Guandú y su Comercialización en Sibarco, Colombia

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