The Evolution of Ethnomathematics: Two Theoretical Views and Two Approaches to Education

Albanese, Verónica; Adamuz-Povedano, Natividad; Bracho-López, Rafael

doi:10.1007/978-3-319-59220-6_13

Cited by 20 publications

(23 citation statements)

References 16 publications

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“…It can be argued that using a different method than the dominant approach in school mathematics in solving the cultural game and the presentation style of abstract mathematical knowledge activates a different mathematical way of thinking. As a matter of fact, it has been emphasized that different ways of thinking can emerge in such activities with mathematical depth (Albanese et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Although these documents, which are presented from an anthropological and cultural perspective, have many mathematical dimensions (Bishop, 1991), studies revealing the mathematical connections in these games are limited. In this context, since the ethnomathematics program includes traditional games, it can be investigated in terms of understanding the mathematics of cultural practices and finding ways of thinking differently (Albanese, Adamuz-Povedano, & Bracho-López, 2017). In many games, there are many mathematical facts reflected implicitly or explicitly.…”

Section: Introduction To the Problemmentioning

confidence: 99%

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Mathematical Mystery in a Cultural Game

İşleyen

2020

WJE

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This study described the mathematical depth in a mathematical activity carried out in a village in Turkey’s Eastern Anatolia Region. This activity presented in the context of the game reflects a cultural situation of doing mathematics over time. In this context, it can identify as a study of ethnomathematics. Therefore, the cultural game was introduced first, and then the mathematical depth behind this game was uncovered in all its aspects. Finally, the mathematical relationship behind the game was analysed in terms of mathematics education. The case study, as one of the qualitative research methods, was used in the study. The participants of the study consist of 1 person who knows, transmits, and teaches the cultural game. The game process and semi-structured interview that constituted the research data were recorded with a camera and a voice recording device. Descriptive analysis was used in the analysis of the interview. Findings of the study suggest that the cultural game is played without considering its mathematical depth, but that there is a rich mathematical depth behind it. The results also indicate that such games offer an effective way for adults learning mathematics. On the other hand, the study revealed that there could be different ways of thinking between school mathematics and ethnomathematics. It is thought that synthesizing mathematics with games that include ethnomathematics has the potential to provide students at diverse levels with an excellent mathematical experience.

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Section: Discussionmentioning

confidence: 99%

Section: Introduction To the Problemmentioning

confidence: 99%

Mathematical Mystery in a Cultural Game

İşleyen

2020

WJE

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“…Etnomatematika adalah kajian atau program penelitian yang menyelidiki sejarah, antropologi, pedagogi, bahasa, dan filosofi matematika dengan implikasi pedagogis yang berfokus pada menjelaskan, memahami, dan menghadapi lingkungan sosio-budaya yang beragam (Rosa & Gavarrete, 2017;Lisnani, dkk., 2020). Etnomatematika paling tidak memiliki dua tujuan (Albanese et al, 2017). Pertama, program ini bertujuan untuk mengenali ide dan praktik beberapa kelompok budaya (Barton, 1996).…”

Section: Pendahuluanunclassified

Kajian Etnomatematika Pola Batik Keraton Surakarta Melalui Analisis Simetri

Astriandini

Kristanto

2021

Mosharafa

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AbstrakEtnomatematika memberikan peluang pengkajian batik dari dua sudut pandang, yaitu kebudayaan dan matematika. Kajian seperti ini akan memberikan dampak yang positif dalam pembelajaran matematika karena peserta didik difasilitasi untuk belajar matematika dengan menggunakan pengetahuan budaya yang relevan dan berbagai macam cara berpikir tentang matematika. Tujuan penelitian ini adalah untuk melakukan kajian etnomatematika pada batik Keraton Surakarta yang digunakan dalam upacara tradisi dengan menggunakan analisis simetri. Metode penelitian yang digunakan dalam penelitian ini adalah metode kualitatif deskriptif. Dari hasil analisis diperoleh 11 batik yang memiliki pola simetri. Pola simetri yang muncul dari kesebelas batik tersebut adalah p1, p2, p4m, dan pgg. Selain itu, penelitian ini juga memasangkan pola-pola simetri tersebut dengan makna filosofis batik-batiknya. Dengan demikian, melalui kajian etnomatematika, penelitian ini memberikan kontribusi pedagogis terhadap pembelajaran matematika.Kata Kunci: batik, etnomatematika, kristalografi, simetri AbstractEthnomatematics provides opportunities to study batik from two perspectives, namely culture and mathematics. The study will have a positive impact on mathematics teaching and learning because students are facilitated to learn mathematics by using relevant cultural knowledge and various ways of thinking about mathematics. The purpose of the present study is to conduct an ethnomathematics study on the Keraton Surakarta batik which is used in traditional ceremonies by applying symmetry analysis. The present study employed a descriptive qualitative method. From the analysis, we found that 11 batiks have symmetry patterns. The symmetry patterns are p1, p2, p4m, dan pgg. Besides, the present study also connects the symmetry patterns with the corresponding batik’s philosophical meaning. Therefore, through ethnomathematics, the present study gives pedagogical contributions to mathematics teaching and learning.Keyword: batik, ethnomathematics, crystallography, simmetry

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“…Albanese et al (2016) propose "two views of Ethomathematics that respond to this evolution: 1) mathematics of cultural practices; 2) different ways of thinking". Our proposed confluence metaphor is proposed to support a different way to think about the mathematics education of Native students.…”

confidence: 99%

Ethnomathematical confluence intersection of native and academic worldviews

Shockey

John

2017

ETD - Educ. temat. digit.

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We adopt the concept of confluence as a metaphor to consider our ethnomathematical engagement for the past fourteen years. In this time, we have worked with students and teachers and have realized that the diversity of meanings brought to our collective mathematical commitment has had many influences. The principle of two-eyed seeing (MARSHALL, 2004), allows the authors a different framework through which to consider the importance of the Native worldview and a Western academic view. The confluence of the Native worldview and Western academic view is what guides our story. From the Native view we bring the richness of story and oral traditions. The Western side of our story brings forwarded a variety of academic backgrounds, e.g. mathematics education, linguistics, and anthropology. An overarching theme that we will bring forward is the affect. Affect for our students as well as us as researchers. KEYWORDS:Ethnomathematics. Confluence. Native Worldview. Western Worldview. Mathematics Education. RESUMOAdotamos o conceito de confluência como uma metáfora para considerarmos o nosso compromisso etnomatemático nos últimos catorze anos. Durante esse tempo, trabalhamos com alunos e professores e percebemos que a diversidade de significados trouxe muitas influências para o nosso compromisso matemático coletivo. O princípio da visão de dois olhos (MARSHALL, 2004) permite aos autores um enquadramento diferente por meio do qual consideram a importância da visão de mundo nativa e da visão acadêmica ocidental. A confluência da visão de mundo nativa com a visão acadêmica ocidental é o que orienta a nossa história. Do ponto de vista nativo trazemos a riqueza da história e das tradições orais. O lado ocidental da nossa história traz o encaminhamento de uma variedade de conhecimentos acadêmicos, como, por exemplo, a educação matemática, a lingüística e a antropologia. Um tema abrangente que vamos apresentar é o afeto. Afeto para os nossos alunos, bem como para nós pesquisadores. PALAVRAS-CHAVE:Etnomatemática. Confluência. Visão de Mundo Nativa. Visão de Mundo Ocidental. Educação Matemática. RESUMENAdoptamos el concepto de confluencia como una metáfora para considerar nuestro compromiso etnomatemático durante los últimos catorce años. En este tiempo, hemos trabajado con estudiantes y profesores y nos percatamos que la diversidad de significados expresados en nuestro compromiso matemático colectivo tiene muchas influencias. El principio de la visión de los dos ojos (MARSHALL, 2004) DOSSIÊ DOSSdossARTIGOautores un marco diferente a través del cual consideran la importancia de la visión del mundo nativo y de la visión académica occidental. La confluencia de la visión del mundo nativo y de la visión académica occidental es lo que guía nuestra historia. Desde el punto de vista nativo que traemos la riqueza de la historia y de las tradiciones orales. El lado occidental de nuestra historia trae consigo una variedad de conocimientos académicos, como, por ejemplo, la educación matemática, la lingüística y la antropología. Un tema...

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The Evolution of Ethnomathematics: Two Theoretical Views and Two Approaches to Education

Cited by 20 publications

References 16 publications

Mathematical Mystery in a Cultural Game

Mathematical Mystery in a Cultural Game

Kajian Etnomatematika Pola Batik Keraton Surakarta Melalui Analisis Simetri

Ethnomathematical confluence intersection of native and academic worldviews

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