Abstract
Mathematics exists as rooted in human ideas, ways, and techniques to respond to their environments. Along with its development, mathematics has been taught through formal education or schooling in the flat- not flexible ways and far from students' social and cultural lives. Indonesia is rich with culture, including the Special Region of Yogyakarta (DIY). It is called a city of culture. Educators are not yet aware of this richness in the learning process to integrate it as the starting point. It is hard to find in mathematics textbooks in Indonesia, which put cultural context as starting points. Therefore, this study aims to explore Yogyakarta's culture in terms of contexts used in mathematics learning. It is an ethnography study. Furthermore, the data was collected through literature artifacts, field observation, and interviews with resource persons who understand the seasons, system, and calculation of birth and death days. It is to clarify the researcher's understanding of the literature. This study showed that Yogyakarta's people use mathematical modeling to determine the seasons' system and funerary dates. These models have the potential to be used as a starting point in learning mathematics.
Highlights
Abstrak Keberadaan matematika bersumber dari gagasan, cara, dan teknik manusia untuk merespons lingkungan mereka
Ethnography was chosen as the method in this study because it is in line with the aims of Ethnomathematics which study ideas, methods, and techniques in a particular culture from the original view of members of that culture (Ascher & D'Ambrosio, 1994; Shirley & Palhares, 2016)
It is found that mathematical modeling is used in determining dates for birth-death ceremonial
Summary
Abstrak Keberadaan matematika bersumber dari gagasan, cara, dan teknik manusia untuk merespons lingkungan mereka. Penelitian ini bertujuan untuk mengeksplorasi budaya Yogyakarta dalam konteks yang dapat digunakan dalam pembelajaran matematika. The use of Ethnomathematics and mathematical modeling towards ideas, ways, and techniques from what societies have developed is expected to be an alternative for introducing surrounding lives to students (Rosa & Orey, 2016). Exploring mathematical modeling in pranatamangsa and determining the dates for birth-death ceremonial can be contexts for learning mathematics
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