Applying Ethnomodelling to Explore Glocal Mathematical Knowledge Systems

Rosa, Milton; Orey, Daniel Clark

doi:10.17648/acta.scientiae.6241

Cited by 5 publications

(5 citation statements)

References 32 publications

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“…In this regard, Rosa and Orey (2008) affirmed that ethnomathematics uses cultural experiences as vehicles to make mathematics learning more meaningful and to provide students with the insights of mathematical knowledge as embedded in their social and cultural environments.…”

Section: Ethnomathematics As the Cultural Aspects Of Mathematicsmentioning

confidence: 99%

“…Ethnomathematics researchers investigate ways in which members of distinct cultural groups comprehend, articulate, and apply ideas, procedures, and techniques identified as mathematical practices. In this regard, Rosa and Orey (2008) affirmed that ethnomathematics uses cultural experiences as vehicles to enable learning to become more meaningful and to provide students with insight in relation to mathematical knowledge as embedded in their social and cultural environments.…”

Section: Ethnomathematics As the Cultural Aspects Of Mathematicsmentioning

confidence: 99%

“…For example, Rosa and Orey (2008) state that, through the sociocultural perspective of modelling, it is possible to show how key aspects of this process is to help students realize their mathematical potential through the recognition of the importance of culture for the appreciation of their own identity because this aspect influences the way they think, learn, reflect, infer, and takes informed decisions. Thus, Rosa and Orey (2012) state that mathematical modelling is a learning environment that facilitates the construction and transfer of knowledge through the use of their mathematical knowledge: a) explicit 9 and tacit, which interact in this environment.…”

Section: Sociocultural Perspective Of Mathematical Modellingmentioning

confidence: 99%

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Interações Entre as Perspectivas Socioculturais Da Modelagem Matemática E Da Etnomatemática Em Uma Abordagem De Etnomodelagem

Rosa,

Orey

2023

Vidya

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Local (emic) knowledge interrelationships related to assorted school/academic knowledge areas are important to enable a more precise understanding about a particular field of study in relation to diverse forms of mathematics. These interrelations are addressed, especially wherever one needs to understand specific concepts acquired in school/academic knowledge broadly-based on mathematics, which may be supported by ethnomodelling. The main goal of this theoretical article is to further advance the development of important theoretical basis for ethnomodelling, which considers the polysemic interactions between sociocultural perspectives of mathematical modelling and ethnomathematics in an ethnomodelling approach. Thus, when students are encouraged to examine mathematical activities in their own sociocultural contexts, they can realize that mathematics procedure and practice are not trivial as they see them connected to their daily lives. The main contribution of this article is to develop awareness among students regarding analyzing the connection between both traditional and non-traditional learning settings through ethnomodelling.

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Section: Ethnomathematics As the Cultural Aspects Of Mathematicsmentioning

confidence: 99%

Section: Ethnomathematics As the Cultural Aspects Of Mathematicsmentioning

confidence: 99%

Section: Sociocultural Perspective Of Mathematical Modellingmentioning

confidence: 99%

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Interações Entre as Perspectivas Socioculturais Da Modelagem Matemática E Da Etnomatemática Em Uma Abordagem De Etnomodelagem

Rosa,

Orey

2023

Vidya

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“…In fact, posing contextualised problems is fundamental to favour the understanding and application of mathematics (Miranda & Mamede, 2022;Silber & Cai, 2016). In turn, ethnomathematics focuses on assessing the several kinds of mathematics practised by cultural groups and connecting them with school environments (D'Ambrosio, 2001;Rosa & Orey, 2021a, 2021b.…”

Section: Introductionmentioning

confidence: 99%

Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving

Rodríguez-Nieto¹,

Escobar-Ramírez²,

Moll³

et al. 2023

Acta Sci.

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Background: Connections are essential for understanding concepts, but difficulties have been evidenced in connecting representations and meanings of concepts and creating contextualised mathematical problems by teachers and students. Objective: Therefore, ethnomathematical and mathematical connections were analysed in a teacher's mathematical activity when posing and solving mathematical problems. Design: The methodology was qualitative-ethnographic, developed in a workshop done in stages. Setting and participants: An indigenous Mokaná teacher from Sibarco was selected. Data collection and analysis: Semi-structured interviews were conducted in the workshop, and the data were analysed based on the connections; the workshop was initially designed considering previous literature on the issue, and the researchers were familiarised with the teacher. Results: For the analysis of the mathematics used by the teacher in the classroom, we considered his sociocultural context, where he set problems about the area and perimeter of lots of land and enclosures. Then, the researchers presented the ethnomathematical connections that emerged in the elaboration and commercialisation of the pigeon peas sancocho, which was the basis for the teacher to pose and solve problems involving conversions between units of measurement, volume of the totumas (ellipsoid), etc. Simultaneously, mathematical connections of different representations, procedural, meaning, and modelling were identified. Finally, the researchers gave feedback by assessing the Conexões etnomatemáticas e matemáticas ativadas por um professor na criação e resolução de problemas matemáticos RESUMOContexto: As conexões são consideradas importantes para a compreensão dos conceitos, mas foram evidenciadas dificuldades em conectar representações, significados de conceitos e criar problemas matemáticos contextualizados por professores e alunos. Objetivo: portanto, foram analisadas as conexões etnomatemáticas e matemáticas na atividade matemática de um professor ao criar e resolver problemas matemáticos. Desenho: A metodologia foi qualitativa-etnográfica desenvolvida no contexto de uma oficina desenvolvida em etapas. Contexto e participantes: foi selecionada uma professora indígena Mokaná do Sibarco. Coleta e análise dos dados: Na oficina foram realizadas entrevistas semiestruturadas e os dados analisados a partir das conexões, onde a oficina foi inicialmente concebida considerando a literatura anterior e os pesquisadores foram familiarizados com a professora. Resultados: a matemática utilizada pelo professor em sala de aula é relatada considerando seu contexto sociocultural, onde ele levantou problemas de área e perímetro de terrenos e cercas. Em seguida, os pesquisadores apresentaram as conexões etnomatemáticas que surgem na elaboração e comercialização do sancocho de guandu, que serviu de base para o professor criar e resolver problemas que envolviam conversões entre unidades de medida, volume dos totumas (elipsóide), etc. Simultaneamente, foram identificadas conexões matemá...

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“…In short, ethnomathematics means mathematics in culture (Wahyuni et al, 2013). D'Ambrosio & Rosa (2017), Rosa & Orey(2021), and Jumri et al (2019) define ethnomathematics as a study of differences in how people solve mathematical problems and practical algorithms based on their mathematical perspective that refers to various forms of mathematics as a consequence embedded in cultural activities. Ethnomathematics has a vital role in learning mathematics (Balamurugan, 2015), namely to bring closer and open students' perspectives regarding the culture surrounding students and as an orientation towards understanding mathematics taught in learning mathematics (Risdiyanti & Prahmana, 2020).…”

mentioning

confidence: 99%

Ethnomathematical Connections of Indramayu Traditional Boat Forms: Implications For Institutionalization School Geometry Concept

Nurafifah,

Gunadi,

Sudirman

et al. 2024

Mathline

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artifacts, and so on. However, there still needs to be more emphasis on the connection between traditional boat building and mathematics. Therefore, this article aims to characterize the ethnomathematics connections built from the traditional Indramayu boat shape. Theoretically, this research is based on ethnomathematics, ethnomathematics connections, and Universal Activity. The research approach used is qualitative by using an ethnographic design. This article's research object is the form of traditional boats in Indramayu—the research data obtained from preliminary studies, observations, interviews, and documentation. Interviews were conducted with three people, namely two builders and crew members (Ship's Crew). Based on the results of the study, it was found that the ethnomathematics connection to traditional boats can be seen in the forms of boat buildings and the accessories that complement them, such as the lunas, haluan, lambung, kemudi, hatch, and storage area. Institutionalizing the parts of the boat can represent the concepts of plane and spatial geometry. Therefore, the implications of this article can enrich students' starting points for learning mathematics and facilitate students' understanding of abstract mathematics using the context of society's culture.

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Applying Ethnomodelling to Explore Glocal Mathematical Knowledge Systems

Cited by 5 publications

References 32 publications

Interações Entre as Perspectivas Socioculturais Da Modelagem Matemática E Da Etnomatemática Em Uma Abordagem De Etnomodelagem

Interações Entre as Perspectivas Socioculturais Da Modelagem Matemática E Da Etnomatemática Em Uma Abordagem De Etnomodelagem

Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving

Ethnomathematical Connections of Indramayu Traditional Boat Forms: Implications For Institutionalization School Geometry Concept

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