Trivium curriculum in Ethno-RME approach: An impactful insight from ethnomathematics and realistic mathematics education

Abstract

In implementing Ethnomathematics-Realistic Mathematics Education (Ethno-RME), teaching mathematics correctly is needed through learning practices in teaching and learning activities. This pedagogical activity requires guidance in the form of a curriculum. So, the teacher can determine the ethnomathematics context as a starting point in teaching mathematics using Ethno-RME. Therefore, this paper focuses on constructing an Ethno-RME curriculum to guide teachers to apply Ethno-RME in their learning process. This research was collected data from a few relevant kinds of literature to build the Ethno-RME curriculum, such as literature about the D’Ambrosio trivium curriculum, the principles, and character of RME, and literature about the implementation of RME and Ethnomathematics in school. Then, the data were reviewed, criticized, and synthesized, which was done by integrating the ideas in the literature with the new ideas to form the new concept and formula for Ethno-RME curriculum. This study comprehensively explains the goal of Ethno-RME learning, Ethno-RME competencies, and the procedure of Ethno-RME learning. Its process consists of several steps: determining, exploring, processing, and finding mathematics in the ethnomathematics context. Furthermore, this procedure continues with conducting self-development models and critical reflection as an assessment.

Mathematics Concepts in Making Kites as a Tool in Ethno-STEM Based Learning

“…This illustrates that ethnomathematics is essential in connecting mathematical concepts with students' cultural backgrounds and everyday experiences. Ethnomathematics involves the study of mathematical concepts in local cultures, and their implementation in mathematics education has shown a positive impact on students' learning experience and mathematical understanding (Ergene et al, 2020;Hendriana & Buyung, 2020;Ida, 2023;Iswara et al, 2022;Bravo et al, 2023;Pathuddin et al, 2021;Prahmana et al, 2023;Virgana, 2019;Yuliana et al, 2022).…”