Abstract
This article discusses Cigugur indigenous communities’ custom in carrying out calculation practices to determine the best time to start house construction activities. The realist ethnography approach was used in this study through exploratory research. The ethnomathematics design adopted four elements: generic questions, initial answers, critical constructs, and specific activities. Ethnomodelling was used to translate cultural mathematics ideas into academic mathematics through ethical, emic, and dialogical approaches. Based on ethnomathematics, the community practices the dimensions of necessary universal mathematical activities, such as counting, placing, and explaining. Based on ethnomodeling, mathematical ideas and practices carried out are relevant to the concepts of enumeration, integer operations, sets, relations, congruence, and modulo. The study results recommend the importance of ethnomodelling as a methodological approach to ethnomathematics to create and develop didactical situations, especially in developing a new lesson.
Highlights
One of the many tribes in Indonesia is the Sundanese
This study focused on using mathematical concepts, principles, ideals, and values in the Cigugur Indigenouscommunity’s life, especially in determining the excellent day to start constructing their residential buildings
As a field of research studies, ethnomathematics is proven to provide historical, philosophical, theoretical, practical, technical, and empirical evidence that is convincing that various forms of mathematical ideas and practices result from the diversity of people’s thinking in a group or across cultures
Summary
One of the many tribes in Indonesia is the Sundanese. Based on historical data, Sundanese first appeared in the IX century AD. Sundanese people’s cultural activities are carried on from generation to generation, including estimating, patterning activities, and building geometric patterns (Muhtadi et al, 2017) At another level, ethnomathematics studies have been carried out by international researchers who researched certain ethnic groups or community groups, such as the Incas (Ascher & Ascher, 1986); children in a slum city in Brazil (Borba, 1987); carpenters in Cape Town, South Africa (Millroy, 1992); farmers and fishers in Mozambique (Gerdes, 1998); Hausa tribe in Nigeria (Yusuf et al, 2010); Kabihug tribe in the Philippines (Rubio, 2016), karara weavers in Maranao (Solaiman & Manalundong, 2017). The use of the ethnomodelling approach in this study is expected to be able to describe various problems in the practical context of culture through the researcher’s critical analysis to determine the ideal version of the mathematical concepts used by the indigenous Cigugur community by examining, studying, understanding, and explaining the mathematical reality used in everyday life at that. The application of ethnomathematics practice with the ethno-modeling approach can recontextualize an approach that focuses on culture-based learning
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