Ethnomathematical problems in the context of the ethnocultural content of mathematical education

Abstract

Relevance. The relevance of this study lies in the fact that modelling the content of ethnomathematical problems determines the range of mathematical competencies and skills, including mathematical reasoning and problem-solving, the cycle of which comprises the corresponding ethnocultural processes. Modelling measures how effectively the state prepares students to use mathematics in all aspects of their personal, civic, and professional life so that they become rational, committed, and thinking members of modern society.Purpose. The purpose of this study is to investigate the modelling of ethnomathematical problems necessary for the successful establishment and development of mathematical competencies of students in grades 5�6.Methodology. These problems include the use of concepts, properties, procedures, and tools to describe, explain, and predict phenomena, which, in turn, help to draw informed conclusions and make informed decisions.Results. The role of ethnomathematical problems in a rapidly changing world driven by new technology and trends, where students in grades 5�6 are creative and actively involved in learning, can be of great importance and enable the children to make non-standard decisions on behalf of themselves or the society they live in. This puts at the forefront the capacity for mathematical thinking, which has always been part of the development of teaching competencies. Modern technological advances also require students to understand the concepts of computational thinking that are part of mathematical skills. The ability of modelling allows enables logical reasoning, as well as allows honestly and convincingly presenting arguments, which are becoming an increasingly important structure of ethnocultural practice in the modern world.Conclusions. The practical significance lies in the definition of mathematical means of folk pedagogy, which allows developing a methodology and technology of teaching to structure and model the content of ethnomathematical tasks.