Ethnomathematics as a Fundamental Teaching Approach

Machaba, France; Dhlamini, Joseph J

doi:10.1007/978-3-030-82723-6_5

Cited by 8 publications

(3 citation statements)

References 15 publications

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“…Suppose the definition of ethnomathematics includes both the cultural or everyday practices of mathematics of a particular cultural group and a program that examines the generation, transmission, institutionalization, and diffusion of knowledge with a focus on the sociocultural environment. In that case, ethnomathematics has a place in the context of the teaching and learning process in the formal classroom (Machaba & Dhlamini, 2021). This is so that the teaching of the related but abstract concepts found in school mathematics can be connected to the everyday cultural practices of mathematics (Supiyati et al, 2019).…”

Section:  Results and Discussion Defining The Role Of Ethnomathemati...mentioning

confidence: 99%

Promoting the Pancasila Students’ Profiles through Mathematics Education in Schools: Ethnomathematics Roles

Hendriyanto

Juandi

Kuncoro

et al. 2023

JPP

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Section:  Results and Discussion Defining The Role Of Ethnomathemati...mentioning

confidence: 99%

Promoting the Pancasila Students’ Profiles through Mathematics Education in Schools: Ethnomathematics Roles

Hendriyanto

Juandi

Kuncoro

et al. 2023

JPP

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“…It also allows students to appreciate the contributions of different generations in the development of mathematics. The use of local folklore and myths in mathematics learning is another way to integrate ethnomathematics (Fachrur et al, 2021;Fauzi et al, 2022;Machaba & Dhlamini, 2021;Prahmana, 2022;Umbara et al, 2023). Students can learn how mathematical concepts have existed in these stories, illustrating how mathematics is integral to their culture and history.…”

Section: How Is Ethnomathematics Embedded In Mathematics Learning Act...mentioning

confidence: 99%

Integration of Ethnomathematics Teaching Materials in Mathematics Learning in Elementary School

Wulandari,

Mariana,

Wiryanto

et al. 2024

IJORER Int. J. Recent Educ. Res.

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Objective: This research serves as a preliminary study to outline the framework and projection of ethnomathematics studies, particularly concerning the integration of ethnomathematics into mathematics curriculum and the development of mathematics learning objectives using an ethnomathematical approach. Method: The research employs a Systematic Literature Review (SLR) methodology involving identifying, evaluating, and interpreting relevant literature on the research topic. Results: The findings reveal that the ethnomathematical approach effectively enhances students' understanding of mathematics. Students exhibit higher motivation and satisfaction with mathematics learning when connected to their local culture. Novelty: This research shows that the ethnomathematics approach facilitates the development of teachers' competencies in integrating cultural elements into mathematics education. Both teachers' recommendations and research findings support the inclusion of ethnomathematics in mathematics curricula both directly in developing learning tools and materials and in curriculum policies. Additionally, there is potential for technology applications to support ethnomathematics learning, enabling students to study mathematics independently. In conclusion, integrating ethnomathematics holds significant potential in improving students' mathematical understanding, connecting mathematics with local culture, and motivating students to learn mathematics more enjoyable and relevantly.

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“…The existence of a close relationship between mathematics and culture is a sign of the importance of bringing mathematics learning closer to culture itself. Historically, mathematics and its teaching learning process have been an inseparable part of cultural reproduction from generation to generation and have even become a fundamental teaching approach (Acharya et al, 2021;Machaba & Dhlamini, 2021). However, nowadays, mathematics standards that tend to be Eurocentric alienate students from their own culture (Alangui, 2017).…”

Section: Introductionmentioning

confidence: 99%

An ethnography study on mathematical terminologies within two indigenous Makian languages in North Maluku

Lukmana

Taha²

2022

Int.J.Trends.Math.Edu.Research

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The two indigenous Makian languages, Western Makian (Makian Luar) and Eastern Makian (Makian Dalam/Taba), stem from two different language families in North Maluku. The indigenous Makian people are typically ignorant of the riches of values and knowledge reserved in their language and culture, including mathematical content. Therefore, through an ethnography approach, this study identifies mathematical terminologies (natural numbers, fractions, number operations, indefinite quantifiers and adverbs of time) that exist in indigenous Makian languages. Data Collecting was conducted through in-depth interviews with indigenous community leaders and some primary literature reviews, then analyzed qualitatively. The mathematical language that has been identified along with the context of its use can be a good entry point and a mean-ingful material in integrating indigenous languages and cultures in mathematics learning.

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Ethnomathematics as a Fundamental Teaching Approach

Cited by 8 publications

References 15 publications

Promoting the Pancasila Students’ Profiles through Mathematics Education in Schools: Ethnomathematics Roles

Promoting the Pancasila Students’ Profiles through Mathematics Education in Schools: Ethnomathematics Roles

Integration of Ethnomathematics Teaching Materials in Mathematics Learning in Elementary School

An ethnography study on mathematical terminologies within two indigenous Makian languages in North Maluku

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