Realistic mathematics and ethnomathematics in improving problem solving abilities

Irawan, Ari; Kencanawaty, Gita; Febriyanti, Chatarina

doi:10.1088/1742-6596/1114/1/012108

Cited by 10 publications

(10 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Realistic Mathematics Education (RME) 5 (Ardianingsih et al, 2019;Irawan et al, 2018;Irawan et al, 2019;Mahpudin & Sunanto, 2019;Nugraha & Suryadi, 2015) Problem Based Learning 5 (Anggara, 2019;Fadillah et al, 2019;Maulana et al, 2020;Perdana & Isrokatun, 2019;Tuti, 2018) Infinity…”

Section: Teaching Approach Models and Methods N Authorsmentioning

confidence: 99%

Integrating Sundanese Ethnomathematics Into Mathematics Curriculum and Teaching: A Systematic Review From 2013 to 2020

Lidinillah

Rahman

Wahyudin

et al. 2022

View full text Add to dashboard Cite

As a country with the most ethnic, cultural, and linguistic backgrounds globally, Indonesia has great potential for the development of ethnomathematics studies. Among those ethnic groups, Sundanese ethnic group and culture is the second-largest after the Javanese ethnic group and culture, making it interesting to study because it has rich cultural elements that can be integrated into the mathematics curriculum in schools. This article explores the development of research on ethnomathematics based on Sundanese culture, including those which are based on the study's scope, the integration of Sundanese ethnomathematics into the school curriculum, and mathematics learning. Based on the investigation, there has been no systematic literature review on Sundanese ethnomatematics. The research was conducted using the Systematic Literature Review method with the PRISMA protocol. The results showed that there were various kinds of research on Sundanese ethnomathematics. There were various kinds of study on Sundanese ethnomathematics integration into mathematics curriculum and teaching using five model categories. The results also showed that RME, CTL and PBL were the most widely used teaching approaches for learning Sundanese ethnomathematics. However, most of Sundanese ethnomathematics teaching uses a special approach that varies, developing teaching material, teaching media and using the context of traditional games.

show abstract

Section: Teaching Approach Models and Methods N Authorsmentioning

confidence: 99%

Integrating Sundanese Ethnomathematics Into Mathematics Curriculum and Teaching: A Systematic Review From 2013 to 2020

Lidinillah

Rahman

Wahyudin

et al. 2022

View full text Add to dashboard Cite

show abstract

“…It also improves the level of mathematical skills and reduces the gap in mathematical achievement (Näslund-Hadley et al, 2022). It develops mathematical communication (Kurniawan et al, 2019) and contributes to improving students' ability to solve mathematical problems (Irawan, Kencanawaty, & Febriyanti, 2018). It develops students' abilities in mathematical creative thinking and stimulates curiosity to learn mathematics (Saironi, 2022).…”

Section: Figure 2 Fields Of Ethnomathematics In Different Societiesmentioning

confidence: 99%

“…They found no significant differences in the use of ethnomathematics attributable to the gender of the participants. Irawan et al (2018) implemented an educational program based on a combination of ethnomathematics and realistic mathematics and employed a one-group design experimental method. They found that integrating ethnomathematics and realistic mathematics played a role in improving students' abilities to solve mathematical problems.…”

Section: Previous Studiesmentioning

confidence: 99%

Mathematics Teachers’ Attitudes Towards Integrating Ethnic Mathematics in Teaching Mathematical Topics: A Mixed Methods Study

Khalil

2023

INT J INSTRUCTION

View full text Add to dashboard Cite

This study aimed to provide an integrated picture of teachers' attitudes toward ethnic mathematics, an approach to teaching school mathematics. It addressed four main dimensions: knowledge of ethnic mathematics, the current extent of its integration in teaching, perceptions toward it as a pedagogical approach and obstacles that limit its integration. The study adopted mixed methods and followed an explanatory sequential design. The quantitative aspect employed the descriptive survey method, collecting data through an electronic questionnaire comprising 33 items distributed over 4 dimensions. This was followed by qualitative interviews conducted to interpret the results of the quantitative analysis. In total, 104 mathematics teachers participated in the quantitative survey and 4 teachers participated in the qualitative interviews. There were several interesting findings, the most important of which are that mathematics teachers' have only an average level of knowledge of ethnomathematics, they hold positive perceptions toward it in general, and they generally have positive conceptions about it. However, there are many obstacles that limit its integration in teaching, including students' beliefs about the limited use of mathematics in daily life. The study also found no statistically significant differences in the level of knowledge and integration of ethnomathematics attributable to gender, teaching experience, or teaching stage. The study makes several recommendations, the most significant being that meetings and workshops are needed to educate teachers about ethnomathematics and how to discover and integrate it in teaching school subjects.

show abstract

“…Supporting and promoting Ethnomathematics restores cultural dignity, enhances creativity, and reinforces cultural selfrespect (D'Ambrosio & Rosa, 2017). Recent studies have shown that students who are taught using Ethnomathematic lessons and principles have improved problem-solving abilities in mathematics (Irawan et al, 2018) and have connected more with their home cultures (Sharma & Orey, 2017).…”

Section: Ethnomathematicsmentioning

confidence: 99%

Embracing Multicultural Education: How Preservice Mathematics Teachers’ Attitudes Towards Multicultural Pedagogies Differ From Their Non-Mathematics Peers

Matthew¹,

Wiens²,

Whitesides³

2023

EUROPEAN J ED RES

View full text Add to dashboard Cite

<p style="text-align: justify;">Secondary subject subcultures, differing in status, perceived sequentiality, and scope, have been shown to form within departmental content areas. This study aimed to determine if preservice secondary teachers also exhibited attributes of secondary subcultures. Through the Teacher Multicultural Attitude Survey and the Culturally Responsive Teacher Self-Efficacy Scale, this study revealed that subcultures also occur within preservice teachers, specifically preservice mathematics teachers and preservice English teachers, with regards to multicultural awareness and attitudes. The results from this study support the need for purposeful and consistent focus on multicultural education and Ethnomathematics education in mathematics education programs. In doing so, secondary mathematics students can obtain a robust background in multicultural education before entering the PK-12 classroom. When they do enter the PK-12 classroom, they will be able to empower all students that they teach.</p>

show abstract

Realistic mathematics and ethnomathematics in improving problem solving abilities

Cited by 10 publications

References 4 publications

Integrating Sundanese Ethnomathematics Into Mathematics Curriculum and Teaching: A Systematic Review From 2013 to 2020

Integrating Sundanese Ethnomathematics Into Mathematics Curriculum and Teaching: A Systematic Review From 2013 to 2020

Mathematics Teachers’ Attitudes Towards Integrating Ethnic Mathematics in Teaching Mathematical Topics: A Mixed Methods Study

Embracing Multicultural Education: How Preservice Mathematics Teachers’ Attitudes Towards Multicultural Pedagogies Differ From Their Non-Mathematics Peers

Contact Info

Product

Resources

About