Ethnomathematical Practices Among Ifugao: Input To Learning Package In Plane And Solid Geometry

Roger D Capua

doi:10.17762/turcomat.v12i3.1702

Abstract

This study focused on the development of a culture-based learning package in Ethnomathematical Plane and Solid Geometry based on the ethnomathematical practices of the Ifugaos. Descriptive developmental approach was used to assess the ethnomathematical practices, and the level of validity and readability of the developed learning package. Results revealed that the following ethnomathematical practices are still very much observed by the Ifugaos: festivals and dances, rice farming, musical instruments, ethnic food preparations, basket weaving, and wood carving. The validity of the developed learning package obtained a rating of passed in content, format, presentation, and organization and up-to-datedness of information. The readability statistics showed that the developed learning package is easy to comprehend and suitable to intended readers and learners since it can be understood by at least Grade 7 students. The developed learning package is recommended for use as teaching learning instructional material in Plane and Solid Geometry subject.

Highlights

A quiet revolution has been taking place in the area education for the Indigenous People (IP) of the Philippines
The ethnomathematical practices observed and performed by the local residents of Ifugao as indicated in Table 1 showed that the very much observed practices of the Ifugao were on landforms (2.50), rice production (2.43), festivals and dances (2.56), costumes and accessories (2.51), rice wine making (2.77), basket weaving (2.49) and wood carving (2.61) and the moderately observed were on fishing tools (1.98), stone walls (2.19), house constructions (2.23), and musical instruments (2.33)
A grand mean of 2.42 which was described to be very much observed was the overall rating on the extent of observance of the ethnomathematical practices of the Ifugaos

Summary

Introduction

A quiet revolution has been taking place in the area education for the Indigenous People (IP) of the Philippines. Mathematics is confronted with a dilemma and issues that are more challenging and that it encompasses the diversity of the learners. It implies that the socio-cultural background of every individual should be taken into account as part of the learning process Rubio (2016), Sharma and Neupane (2016), and Balamurugan (2015). 2011 by adopting the National Indigenous People Education Policy Framework emphasizes the country’s commitment to achieve its Education for All (EFA) advocacy. This is important in the policy declaration no. This is important in the policy declaration no. 15 letter c, which is to provide resources and environment to IP learners

Objectives

Results

Conclusion