Indigenising Mathematics Mediations in South African High Schools: Applying Ethnomathematics Experiences in Teaching and Learning

Nyoni, Jabulani

doi:10.5901/mjss.2014.v5n15p327

Cited by 3 publications

(4 citation statements)

References 14 publications

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“…Lastly,Risdiyanti, Prahmana, and Shahril (2019) produced social arithmetic learning designs using the Kubuk Manuk game.Ethnomathematics exploration is not only carried out by researchers and educators in Indonesia, but also by researchers in many countries. The examples are exploring the concept of numbering in traditional game of Vhaveda tribe, Afrika Selatan(Nyoni, 2014), mathematical modeling in the Brazil's largest carnaval (de Freitas Madruga & Biembengut, 2015), mathematical modeling in braids craft of Argentina society (Albanese, 2015), number operations, symmetries, mathematics symbol and measurement concept in some traditional game of Boudin Arab Tribe such as Ta'ab Stick game, Mozkat-5 stone game and Sega game (Fouze & Amit, 2017), concept of circle and transformation of the plate motifs used in the culture of quill acing as tribe in Southern Colombia, Amerika (Araújo, 2015). Atweh et al (2007) conducted a study on Ethnomathematics in Community Bank to determine pedagogical interventions that must be done to overcome difficulties in credit handling and product control management in Community Bank.…”

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confidence: 99%

Learning Geometry and Values From Patterns: Ethnomathematics on the Batik Patterns of Yogyakarta, Indonesia

Prahmana

D’Ambrósio

2020

J. Math. Educ.

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In general, many people still view mathematics as a subject that is far from reality and culture in everyday life. Historically, in fact, mathematics is very close to daily life and was developed by humans in response to the surrounding phenomena. Indonesia has diverse cultures, including in Yogyakarta. This culture can be used to explore mathematical concepts as a transformational effort to bring mathematics closer to the reality and perception of its people. Besides, we can use culture as the basis of learning mathematics in schools. Therefore, this study seeks to explore a mathematical concept of geometry transformation in the Yogyakarta batik pattern. This is an ethnography study. The research data were collected through observations, literature studies, and interviews with the batik culture practitioner and artist to understand the batik techniques and moral, historical, and philosophical values in each batik motif. This study's results indicate that in Yogyakarta batik, it uses the concept of geometry transformation in the making of Yogyakarta's unique Batik motif. Besides that, each motif or pattern also contains local values. These, namely moral, historical, and philosophical values, can be felt, reflected, and applied in daily life, such as values that teach leadership, good deeds, and so on.

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confidence: 99%

Learning Geometry and Values From Patterns: Ethnomathematics on the Batik Patterns of Yogyakarta, Indonesia

Prahmana

D’Ambrósio

2020

J. Math. Educ.

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“…Em outros casos africanos, tais como na África do Sul, a etnomatemática entrou no curriculum escolar de forma satisfatória, ajudando gerações de estudantes a perceber melhor uma disciplina geralmente identificada como abstrata e, portanto, de difícil compreensão (NYONI, 2014).…”

Section: A Etnomatemática Entre O Conhecimento Subalterno E O Epistem...unclassified

A etnomatemática entre o conhecimento subalterno e o epistemicídio: o caso de Moçambique

Nhaueleque

2022

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Resumo: A pesquisa aqui apresentada resulta de uma reflexão sobre as epistemologias subalternas, sobretudo de matrizes africanas, tomando como exemplo a etnomatemática. O discurso filosófico sobre o “epistemicídio” dos saberes locais e tradicionais, por parte do paradigma científico dominante, pode ser aplicado a vários âmbitos disciplinares, entre os quais a matemática, nas suas duas vertentes principais, a aritmética e a geometria, que representa um caso paradigmático e significativo. Teorizada pela primeira vez pelo brasileiro D’Ambrosio e o holandês-moçambicano Paulus Gerdes, a etnomatemática vive hoje uma contradição: ela foi aceite em termos epistemológicos, mas, especialmente em África, teve muitos problemas em se afirmar, entrando com dificuldades nos curricula oficiais. A pesquisa mostra como se deu tal processo, em Moçambique, um país símbolo do caminho da etnomatemática africana, em consideração da contribuição de Gerdes e da educação progressiva na primeira fase da sua independência.

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“…Media yang cocok dengan kehidupan dan budaya peserta didik sangat diperlukan untuk membantu peserta didik mengerti materi yang diberikan guru (Saidek et al, 2016). Peserta didik jauh lebih mudah mengerti materi jika berkaitan langsung dengan budayanya sendiri (Nyoni, 2014). Pemanfaatan etnomatematika Papua dapat menjadi solusi pembelajaran matematika di sekolah tersebut.…”

Section: Pendahuluanunclassified

“…Kaitannya dengan media konkrit berbasis etnomatematika, guru dapat mendesain media pembelajaran yang berasal dari budaya peserta didik, selanjutnya meminta peserta didik mengamatinya dan menemukan konsep matematika yang terkandung di dalamnya. Peserta didik dipercaya dapat mengerti materi dengan baik jika berkaitan langsung dengan budayanya sendiri (Nyoni, 2014).…”

Section: Gambar 2 Tim Pkm Sebagai Pemateriunclassified

Pelatihan Penggunaan Media Konkrit Berbasis Etnomatematika dalam Pembelajaran Matematika pada Guru Sekolah Dasar

2022

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One of the reasons why mathematics is still a scourge for elementary school students in the delivery of mathematics material that seems formal and the lack of involvement of interesting and contextual learning media. It needs the right approach and media to present formal mathematics material so that students are able to understand the material and its benefits in real-life contexts. One of them is to use local culture and wisdom as a concrete medium. The purpose of this PKM program is to improve the knowledge and skills of SD YPPK St. Elementary School teachers. Tarsisius Biankuk through training in the use of ethnomathematical-based concrete media in learning mathematics. The implementation method is through training with the stages of preliminary study, implementation, and evaluation. The results of the service show that the teacher can explain some of the culture and local wisdom that can be developed as learning media such as miniature bevak, areca nut, fishing gear for hunting and catching fish, musical instruments tifa, and darts. In addition, the teacher is also able to demonstrate ethnomathematical-based concrete media well. The PKM lecturer team continues to monitor and assist partner schools until the implementation of mathematics learning by applying ethnomathematical-based concrete media in real classes.

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Indigenising Mathematics Mediations in South African High Schools: Applying Ethnomathematics Experiences in Teaching and Learning

Abstract: This article applies anthropological theory in exploring how Mathematics teachers imbed indigenous epistemologies in

Cited by 3 publications

References 14 publications

Learning Geometry and Values From Patterns: Ethnomathematics on the Batik Patterns of Yogyakarta, Indonesia

Learning Geometry and Values From Patterns: Ethnomathematics on the Batik Patterns of Yogyakarta, Indonesia

A etnomatemática entre o conhecimento subalterno e o epistemicídio: o caso de Moçambique

Pelatihan Penggunaan Media Konkrit Berbasis Etnomatematika dalam Pembelajaran Matematika pada Guru Sekolah Dasar

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