Once Upon a Time… The Gypsy Boy Turned 15 While Still in the First Grade

Stathopoulou, Charoula

doi:10.1007/978-3-319-59220-6_5

Cited by 9 publications

(6 citation statements)

References 19 publications

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“…", which are considered clichés but are not answered in depth. In addition, when mathematics curricula involving cultural elements are implemented, it was observed that these cultural elements had significant effects on students, deepened students' understanding of mathematics, and helped students see mathematics as a part of their daily lives as well as develop meaningful connections (Bishop, 1994;Stathopoulou, 2017;Zaslavsky, 2002). It can be said that when curriculum and lesson plans are designed with ethnomathematics in accordance with the cultural environment of the students, this will indicate that mathematics is used in daily life.…”

Section: Discussionmentioning

confidence: 99%

“…Bu durum matematiğin doğasının anlaşılmasını (Barta, 2001) ve matematik niçin kullanılır, matematik hayatımızın neresinde gibi klişe olarak görülen fakat cevabı çok derinlere inmeyen sorular için yeni cevapların geliştirilmesini sağlayacaktır. Ayrıca kültürel öğeler içeren matematik öğretim programları uygulandığında öğrenciler üzerinde anlamlı etkiler oluşturduğu, programdaki bu kültürel öğelerin öğrencilerin matematiği anlamalarını derinleştirerek, matematiği gündelik hayatlarının bir parçası olarak görmelerine ve böylece anlamlı bağlantılar geliştirmelerine katkıda bulunduğu görülmüştür (Bishop, 1994;Stathopoulou, 2017;Zaslavsky, 2002). Etnomatematik ile öğretim programları ve ders planları öğrencilerin kültürel çevrelerine uygun olarak tasarlandığında bunun matematiğin günlük hayatta kullanıldığının bir göstergesi olacağı söylenebilir.…”

Section: Tartışma Ve Sonuçunclassified

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Ethnomathematics Activities: Reflections from the Design and Implementation Process

Ergene¹,

Yazıcı²

2020

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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Ethnomathematics is a field of mathematical ideas and activities that are embedded in the cultural contexts of societies. The present study aimed to examine the ethnomathematics activities designed by pre-service mathematics teachers in terms of the pre-service teacher variable, the implementation of the designed activities in the classroom environment in terms of the pre-service, the in-service teachers and student variables and to determine pre-service and in-service teachers' awareness of ethnomathematics, their prior learning of ethnomathematics and their use of ethnomathematics in professional life. In this qualitative research study, the multiple case study was utilized. The participants of the study were 28 pre-service teachers, 71 students and 2 in-service teachers. The data collection tools of the study were the activities designed by the preservice teachers, the questionnaires administered to the in-service teachers and students, the semi-structured interviews held with the pre-service teachers and the researchers' field notes. The data collection process of the research was carried out in three phases consisting of preparation, design and implementation. The designed activities were analyzed in terms of the curriculum (related topics, prior learning) and use of material, and the data obtained from the questionnaires were analyzed by creating codes and categories according to the characteristics of the questions in the questionnaire. The fact that there are too many geometric elements in the Turkish culture, a limited number of studies in the field of ethnomathematics, an insufficient number of books, and individual characteristics of the pre-service teachers have influenced the design process of the activity. It was revealed that the activity implementation process had some advantages, such as increasing students' interest in the lesson, making the class enjoyable, and enabling the teaching of cultural elements, as well as a disadvantage in terms of classroom management. The design of the ethnomathematics activities and their implementation in the classroom environment increased the pre-service and in-service teachers' awareness of the relationship between culture and mathematics. In the questionnaires, pre-service and in-service teachers stated that they wanted to use ethnomathematics activities in their professional lives. Similarly, the students indicated that they wanted to do similar activities related to culture in mathematics lessons.

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Section: Discussionmentioning

confidence: 99%

Section: Tartışma Ve Sonuçunclassified

Ethnomathematics Activities: Reflections from the Design and Implementation Process

Ergene¹,

Yazıcı²

2020

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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“…Roma students face serious conflicts when invited to participate in formal school settings. The way of teaching as it is suggested through the mathematics curriculum adopts common teaching practices that tend to perpetuate the marginalization of students' cultural identity, thus creating two-speed students (Stathopoulou, 2017). Educational studies show that Roma students have low and inconsistent participation in compulsory education as well as high dropout rates (Alexiadou, 2019).…”

Section: Theoretical Synthesismentioning

confidence: 99%

Towards mathematics curriculum recontextualisation: developing a rhizocurrere with roma students

Kyriakopoulos¹

2022

S. F. J. of Dev.

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Students out of mainstream like Roma students often face problems following the mathematics curriculum which is designed without taking into consideration them and this fact contributes to the reproduction of inequalities. This paper suggests indicatively due to the limited layout an activity in the direction of reconceptualization of the Mathematics curriculum through rhizomatic thinking. The aim of the rhizomatic inquiry is to avoid representationalism often inherent in qualitative research and to challenge the dichotomies apparent in Mathematics education. Roma students’ ideas on parallel and intersecting straight line sections become a smooth space for both knowledge consolidation and application of mathematical knowledge in contexts that allow the restoration of social justice and honor movements against marginalization softening, thus, power relations.

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“…One of the pedagogical approaches used in mathematics that integrates the culture and/or community life of the learners into the mathematics curriculum is ethnomathematics (Shirley, 2015;D'Ambrosio, 2016;Pacio, 2018). Using ethnomathematics principles in the curriculum means using the learner's cultural background (Rosa et al, 2017), local funds of knowledge (Stathopoulou, 2017), and multiple knowledge bases (Turner et al, 2016) to mediate culture and mathematics curriculum.…”

Section: Introductionmentioning

confidence: 99%

Linking Community and Pedagogy: Ethnomodels from Coastal Villages in Panay, Philippines

Herrera

Palomo

2022

PSSJ

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This design ethnography was conducted in two fishing villages on Panay Island, Philippines. The study aimed to gather data about the mathematical activities of the fisherfolks to identify ethnomodels for the integration of learners' local mathematical knowledge into mathematics instruction. The local mathematical knowledge of the fisherfolks was used as inspiration and grounding for designing and developing a context-based teaching-learning material. Seven key informants were chosen purposively. Participant observation, ethnographic interviews, and elicitation techniques were used for data gathering and triangulation. Furthermore, IDEO's design thinking toolkit for human-centered design was used as a guide for designing and developing the teaching-learning material. The three-part analyses using LeCompte's item, pattern, and structure level analysis revealed that mathematical ideas were embedded in the activities of the fisherfolks and their cultural artifacts. Their mathematical ideas were elaborated in four ethnomodels integrated into the context-based activity book: "The Mathematics of the Fisherfolks".

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Once Upon a Time… The Gypsy Boy Turned 15 While Still in the First Grade

Cited by 9 publications

References 19 publications

Ethnomathematics Activities: Reflections from the Design and Implementation Process

Ethnomathematics Activities: Reflections from the Design and Implementation Process

Towards mathematics curriculum recontextualisation: developing a rhizocurrere with roma students

Linking Community and Pedagogy: Ethnomodels from Coastal Villages in Panay, Philippines

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