Ethno Mathematics Research Articles

Ethno Mathematics at the Traditional House of Mbaru Niang Wae Rebo, Manggarai

Objective: This study aims to identify ethno mathematics in the Mbaru Niang traditional house of the Wae Rebo community, describe related mathematics concepts, and develop learning tools and learning trajectory for mathematics concepts contained in the culture of the Mbaru Niang traditional house. Theoretical framework: Ethno mathematics is all forms of mathematical activities that are culturally based and varied and can be done every day as needed (Rosa, 2011). Ethno mathematics is a group of ideas about the history of mathematics, the cultural roots of mathematics, the mathematics implicit in everyday rules, and the learning of mathematics (Weldeana, 2016). Ethno mathematics is defined as special ways used by a certain cultural group or society in mathematical activities (Sarwoedi, 2018). Ethno mathematics is mathematics applied by a particular cultural group and studies the relationship between mathematics (mathematics education) and the corresponding social and cultural background, i.e. how mathematics is produced, transferred, disseminated, and specialized in diverse cultural systems (Gerdes, 1994; Zhang & Zhang, 2010). Ethnomathematics is a learning approach that is carried out by teaching mathematics by linking mathematics with the nation's own cultural works and also involving the needs and lives of its people (Zaenuri, et al., 2018). Method: The research method used is descriptive qualitative research with an ethnographic approach. The researcher is the main instrument, and data is collected through observation, interviews, and documentation, data validity using source triangulation techniques. Furthermore, the data were analyzed to describe the research findings. Results and Conclusions: The results showed that there were mathematical activities in the construction of the Mbaru Niang traditional house. These activities include measuring activities with the concept of standard and non-standard units and designing activities related to the concept of geometry. Thus, the mathematical concepts contained in the construction of the Mbaru Niang traditional house can be developed by designing learning tools and learning trajectories that are in accordance with school mathematics. The culture of the Mbaru Niang traditional house is a source of learning mathematics that can be presented according to various contexts in learning mathematics. The study's findings contained several mathematical aspects of the culture of the Mbaru Niang traditional house. These aspects were the concept of geometry (in the form of a conical shape) and the concept of measurement (using non-standard measurements). The measurement concept can be applied to elementary school students, and cone geometry can be applied to junior high school. Thus, identifying and exploring Ethno mathematics in the Mbaru Niang. Implications of the research: Mathematics learning strategies that are oriented towards increasing student success in learning, respecting culture, enhancing cooperation and protecting the natural environment. This is done with the "ethno math" approach through learning in schools. Difficult math concepts can be unraveled with ethno math that is real around students and supported by teacher commitment in implementing learning in the classroom. Originality/value: The novelty of this research is the formation of an ethnomathematics model of mbaru niang that can be integrated in learning mathematics at school in order to provide advice for decision makers in this case teachers and government or education observers to be more pro-active in implementing learning in accordance with the culture around the student.

Development of Ethnomathematical-Based Student Worksheets for Gordang Sambilan Musical Instruments on Cone Slice Material for Class XI SMA Primbana Medan

This study discusses the development of student worksheets based on the ethno mathematics of Gordang Sambilan musical instrument on the conic section material of class XI SMA Primbana Medan. This research is a development research that aims to determine the process of the development of the student worksheets based on the ethno mathematics of Gordang Sambilan musical instrument on the conic section material of class XI SMA Primbana Medan which is valid, practical, and effective. The research and the development model used in this study is the ADDIE model with 5 stages. The stages in the ADDIE model are: 1) Analysis; 2) Design; 3) Development; 4) Implementation; 5) Evaluation. The instrument used to measure the validity of the developed student worksheet was an assessment qustionnaire by two mathematics lecturers and one mathematics teacher, to measure the practicality of the instrument student worksheets which is used a student responses qustionnaire and to measure the effectiveness of the instrument student worksheets which is used a test of student learning outcomes after using student worksheets. The averages validity result for student worksheets is 4.36, which means that the developed student worksheets fulfill the valid criteria. The practicality based on the student responses questionnaires obtained an average score of 4.07, which means that the developed student worksheets fulfill the practical criteria. The effectiveness of the developed student worksheets based on the student learning outcomes test of class XI SMA Primbana Medan, the percentage of the completeness of the student learning outcomes test is 83.333% which means it is very effective.

Ethno mathematics-based teaching materials for elementary school students

This study aims to develop teaching materials based on ethno mathematics. A Research and Development (R&D) method as used in this research. Meanwhile, the research design of teaching materials developed using ADDIE included five stages, namely analyze, design, development, implementation, and evaluation. The feasibility of this ethno mathematical-based teaching material refers to the results of the assessments of three experts, namely education expert, ethno mathematics expert, and mathematicians, as well as students’ responses. The students' responses used as a trial were made by fifth-grade students of SDN Negara Bumi, Central Sungkai Subdistrict. The results of this study indicate that the teaching materials developed based on ethno mathematics have met the standards of feasibility aspects which include validity, practicality, and effectiveness of teaching materials.

Math Education in Intercultural Contexts: a logical-mathematical interpretation for duality Kaingang Kamé-Kairu

Abstract: The aim of this paper is to present the results of research carried out in a Mathematics and Science training program for indigenous teachers of the Kaingang ethnic group by the Unochapecó in the municipality of Chapecó, Santa Catarina, Brazil. Based on the paradigm of ethno mathematics, one of the objectives of the program is to look for relations between traditional indigenous thinking and classical mathematics. We propose an analogy between logical-mathematical binary calculation systems and the Kaingang thought system expressed in its social organization and supported by two opposite and complementary dual categories: Kamé-Kairu. Our hypothesis postulates a certain similarity between the binary logic used for example, in logical circuits, and the binary system with which the traditional Kaingang culture encodes its social, natural, and even supernatural world. The binary pair Kaingang, Kamé-Kairu serves to codify relations of kinship, exchange, and alliances of the tribe, as well as the natural world that surrounds them. The analogy formulated provides interesting information for mathematical and scientific education in intercultural contexts.

Pre-service elementary teachers: analysis of the disposition of mathematical modeling in ethno mathematics learning

Cultural disappearance in the social order is one of the concerns in Indonesia nowadays, one of which is Sundanese culture. In addition, the crash of globalization also requires people to be inspired by learning many aspects away from their own culture. This paper aims at increasing the position of ethnomathematics learning in attractive the disposition modeling of mathematics while maintaining the traditional culture. This quantitative study applied the Rasch Wins Step Model to survey 90 elementary school teacher education students as the respondents in which they were grouped based on educational background, namely science or non-science, and cultural background, and by Sundanese and non-Sundanese cultures, based on educational background, 59 respondents were the students of natural science class, and 31 respondents were not the students of natural science class and consisting of 42 Sundanese people and 48 non-Sundanese people. The data were gathered by means of questionnaires regarding mathematics modeling disposition. The consequences exposed that most students decided to increase mathematics modeling disposition with ethnomathematics learning because student curiosity increases the understanding of Sundanese culture in learning mathematics. The more ordinary science and Sundanese origin support ethnomathematics learning compared to non-science and non-Sundanese mathematics modeling disposition. Mathematical modeling activities will be more meaningful for students if they use culture.

ETHNOMATHEMATICAL REVIEW OF LUWUNESE TRADITIONAL VALUES IN SOUTH CELEBES INDONESIA

Indonesia is one of the countries with a high level of diversity in the world. It makes Indonesia to be rich of culture and has many traditional values ​​that must be upheld. Traditional values ​​are part of the cultural identity possessed by a society group, not exception for Luwunese, one of the cultural groups in South Celebes Indonesia. The traditional values ​​of Luwunese such as Getteng, Lempu’, Tongeng, and Adele’ are four of fundamental characters that must be preserved and passed on to each next generation. One effort in preserving these aspects of culture is through education. Education is seen as the best effort in inheriting values ​​and culture because it is the preparation process of the younger generation in living life and achieving life goals effectively and efficiently. Both of education and culture cannot be separated, so that every learning in school is expected to be integrated with culture. In mathematics learning, ethno mathematics is one of the learning approaches that links mathematics and local culture. Through this approach, learning mathematics in schools is expected to be able to internalize traditional values ​​that apply in the local society. This research is a qualitative research in the form of a literature study with an ethnographic approach to uncover the traditional value philosophy of the Luwunese and to give some school mathematics topics related to it, such as number, algebraic equation, geometry, sequence, and others. This study aims as a form of effort to preserve traditional values ​​to students and preventive efforts of an opportunities for pluralistic nation disintegration.

Designing of realistic mathematics learning based on ethnomathematics and plane figure

The goal of this research is to make the design of multimedia based on mathematics learning using Java. This research method is research and development. The method of this research is research and development (RnD). The location of the researches is at elementary school which based culture in Purwakarta Regency. Then the team conducted a SWOT analysis and designed “plane” applications with realistic approaches mathematics education based ethno mathematics. The material used is plane figure using a realistic mathematical approach. The result of this research is the design of mathematics learning which will be used as the material of making application which used in the process of learning mathematics in elementary school.

Improving the Ability of Student Mathematical Connections through Model of Indonesia Realistic Mathematical Education (Pmri) based Betawi Ethnomathematics In Sdn Batu Ampar 09 Pagi

The purpose of this research is to improve mathematical connection ability of third-grade students of SDN Batu Ampar 09 Pagi East Jakarta. The method used is action research. Methods of data collection using observation sheets, test questions, interviews, and documentation. The result of data analysis is known that: (1) Indonesia realistic mathematics education model (PMRI) able to improve the ability of creative thinking to students especially on multiplication subject and division (2) linking learning mathematics with daily life. The suggestion that can be recommended is the effort that can be done to improve mathematical connection ability of student one of them is learning using Indonesia realistic mathematics education model (PMRI) based on Betawi ethno mathematics.

Voorbeelde van kulturele artefakte in die voorbereiding van ’n wiskundeles

South Africa, with its diverse cultural groups, has a rich variety of cultural artefacts based on mathematics. Mathematics, according to the Curriculum and Assessment Policy Statement for Mathematics in the Further Education and Training Phase, is defined as a human activity, which includes mathematical investigations in physical and social phenomena, well aligned with ethno mathematics. Teachers from various cultural groups, however, have limited knowledge of cultural artefacts and this knowledge does not receive sufficient attention during teacher training. The purpose of this article is to investigate examples of cultural artefacts in the preparation of a mathematics lesson. The study is situated in a socio-cultural context. Nineteen mathematics student-teachers from different cultural groups enrolled for a B.Ed. Honours degree, were invited to participate. A qualitative research design, with research reports and one-on-one interviews as data collection instruments, was adopted. The mathematics student-teachers conducted a research project that expected from them to include cultural artefacts in a mathematics lesson. The data was analysed according to themes, subthemes and codes. Findings reveal that participants used different examples of cultural artefacts, which include cultural dwellings, clothing, games and artworks. The article contributes to the introduction of cultural artefacts in a mathematics lesson.

أثر استخدام الریاضیات العرقیة فی تحصیل الهندسة لدى الطلاب البدو بالصف الخامس الابتدائی واتجاههم نحوها

هدف البحث الحالی إلى تعرف: أثر استخدام الریاضیات العرقیة فی تحصیل الهندسة لدى الطلاب البدو بالصف الخامس الابتدائی. أثر استخدام الریاضیات العرقیةفی تنمیة الاتجاه نحو الریاضیات لدى الطلاب البدو بالصف الخامس الابتدائی. ولتحقیق هدفی البحث، صاغ الباحث الفرضیتین الصفریتین الآتیتین: 1) لا یوجد فرق ذو دلالة إحصائیة عند مستوى دلالة (0,05) بین متوسطی درجات تحصیل الطلاب البدو بالصف الخامس الابتدائی الذین یدرسون باستخدام الریاضیات العرقیة (المجموعة التجریبیة) ودرجات الطلاب البدو بالصف الخامس الابتدائی الذین یدرسون باستخدام الطریقة المعتادة (المجموعة الضابطة) فی مادة الریاضیات. 2) لا یوجد فرق ذو دلالة إحصائیة عند مستوى دلالة (0,05) بین متوسطی درجات الطلاب البدو بالصف الخامس الابتدائی الذین یدرسون باستخدام الریاضیات العرقیة (المجموعة التجریبیة) ودرجات الطلاب البدو بالصف الخامس الابتدائی الذین یدرسون باستخدام الطریقة المعتادة (المجموعة الضابطة) فی مقیاس الاتجاه نحو الریاضیات. وقد تألف مجتمع البحث من مدارس مدینة تربة فی محافظة الطائف حیث طبق الباحث التجربة فیها. واختیرت مدرسة العرقین الابتدائیة عشوائیا والتی یوجد فیها ثلاثة فصول للصف الخامس الابتدائی واختیر فصلان منها عشوائیا تم توزیعهما إلى مجموعتین إحداهما تجریبیة والأخرى ضابطة. وقد کافأ الباحث بین المجموعتین (التجریبیة والضابطة) فی بعض المتغیرات مثل (العمر الزمنی، المعدل العام، التحصیل السابق فی الریاضیات، درجة الذکاء، المستوى التعلیمی للوالدین). وشملت المادة العلمیة للتجربة وحدة الهندسة والقیاس من کتاب الریاضیات للصف الخامس الابتدائی المعتمد للعام الدراسی 1431-1432هـ وأعد الباحث نوعین من الخطط التدریسیة، الأولى للمجموعة الضابطة وفق الطریقة المعتادة والثانیة للمجموعة التجریبیة التی درست باستخدام مدخل الریاضیات العرقیة. کما أعد أداتین للبحث هما الاختبار التحصیلی ومقیاس الاتجاه نحو الریاضیات. وقد أظهرت نتائج البحث وجود فرق ذی دلالة إحصائیة فی الاختبار التحصیلی وفی مقیاس الاتجاه نحو الریاضیات لصالح المجموعة التجریبیة. واستکمالا للبحث، صاغ الباحث عددا من التوصیات والمقترحات. The current research aims to find out : The impact of usingethno mathematics in collecting geometryfor Bedouinfifth grade students'. The impact of using ethno mathematics in developing the trend towards mathematics to Bedouin fifth grade students'. To achieve the goals of the research, the researcher formulated two hypotheses Zero following cases : There's no statistically significant difference at the level of significance (0.05) between the mean scores of student achievement to Bedouin fifth grade student of primary school who are studyingethno mathematics (experimental group) and degrees of Bedouin students fifth grade at primary school who are studying using the usual way ( the control group ) in mathematics . There's nostatistically significant difference at the level of significance (0.05) between the mean scores of Bedouin fifth grade student's achievement at primary school who are studyingethno mathematics using (experimental group) and degrees offifth grade Bedouin students at primary school who are studying using the usual way (the control group) in standard trend toward mathematics. The research community consisted of Torabah City Schools in the province of Taif where the researcher applied experiment. The ethno mathematicsschool was selected randomly where there are three classes of primaryfifth grade and selected two of them were randomly distributed into two groups ; one experimental and the other officer. The researcher rewarded between the two groups (experimental and control) in some of the variables (such as chronological age , the overall rate , a former mathematics achievement , the degree of intelligence , parents educational level). Included scientific material for the experience and the geometry unit of measurement and math book for primary grade fifth approved for the academic year 1431-1432 AH and researcher prepared two types of lesson plans , the first of the control group is according to the usual way and the second is experimental group which studied using ethno mathematics. And prepared two tools to search wich are: achievement test and measure the trend toward mathematics. The results showed the presence of statistically significant difference in the achievement test and in the standerd of the trend towards mathematics in favor of the experimental group . As a complement to the research, the researcher formulated a number of recommendations and suggestions .

Gender and Location as Correlates of Achievement in Number and Numeration Using Ethno Mathematics Approach in the Junior Secondary Schools in Benue State

This study investigated gender and location as correlates of academic achievement in number and numeration using ethno mathematics approach in Junior secondary schools in Benue State, Nigeria. This study therefore, sought to establish relationship between achievement and gender, then location and achievement using ethno mathematics approach in Obi and Oju Local Government Area of Benue State. The sample was 175 Junior Secondary two (Js2) students. The design of the study was quasi-experimental. It is pre-test post test control group design. Intact classes were used both for the experimental and control groups. The instrument for data collection was Mathematics Achievement Test in Number and Numeration (MATN). Data collected were analyzed using mean and standard deviation to answer the Research Questions, the Analysis of Covariance (ANCOVA) to test the Null Hypotheses. The findings of this research showed that there is no significant effect of gender on students' achievement in Number and Numeration when taught using Ethno mathematics approach. Secondly, location i.e. rural and urban setting affect significantly i.e. academic achievement of Junior Secondary School students when ethno mathematics approach was used. The researcher therefore concluded that ethno mathematics teaching approach has great effect towards enhancing achievement in mathematics. Based on the findings of this study, the researcher recommended that teachers of mathematics should recognize the special role ethno mathematics play in aiding students to understand the subject. Secondly, students should be made to relate the school Mathematics with home activities.

Ethno-Mathema-tics of Basotho

Mathematics as a subject is indispensable in the development of Lesotho with respect to science, technology or any other field of knowledge. It is also a mirror to our past. In this case, Lesotho's indigenous mathematics is not fully explored and understood by Basotho. This author aims to present ethno mathematics of Basotho as compared to mathematics of other nations and the meaning it carries to the Basotho community. In this article, the author puts an effort to explore an approach that is linked to value-based education through critical thinking and reasoning within the background of ethno mathematics. Through this article, the author takes the reader through the value-based culture of Basotho within the backbones of Ubuntu values using a few metaphors and comparing this culture with Western and Eastern cultures. In short, the African community believes in ‘participation’ that is reflected in all stages of their life. Therefore introducing a participatory approach in a mathematics classroom could definitely benefit the Basotho learners, as this author argues. A meaningful merging of ‘thinking’ approach should also take place to empower these learners, as the author suggests. In this regard, the author brings a metaphor using fractals complementing D'Ambrosean view of individual learning in connection to the community and nature. The values of Lekhotla could also be applied as an approach for learning mathematics in classrooms as this author comments. The author concludes that by incorporating African mathematics into the classrooms, teachers could possibly advocate familiarizing African-ism among learners. It could also reintroduce the social, cultural and political values of Africa by being partners, contributors and participants for developing Lesotho with dignity.

Sand Songs: The Formal Languages of Warlpiri Iconography

algebra we learn ed . The visual algebraic components of Warlpiri are obvious. We have a finite set of symbols and the symbols may becombined to make more complex struc tu res accord ing to a finite set of ru les. Compare this to the formation of equations in college algebra where the letters and y, the in tegers 2 and 3, and the symbols =, + : , and combine to make the complex notion of a qu adra tic function: y = x 2 + 3x. Beyond what we see in the is its power to model the real world of the Warlpiri. The iconographic designs are, to a large extent, models of the Dreaming, the fundamental reality of the Warlpiri. The Warlpiri iconographic system can, in this way, be seen as a mod el of aspects of rea lity parallel in form and function to the mathe matical mod els of trajectories we study in college algebra. The Warlpiri recognize the components and rules of their and they recognize its modeling functions. What they d on't seem to have is a theory of iconography that abstracts general patterns from the sand scenes, yawalyu, and guru wari. Here we may question whether or not the is mathematics. Perhaps we are safer to say, as Marcia Ascher has suggested, that the Warlpi ri be called mathematical ideas rather tha n ma thematics. I prefer to leave the question open at this time. Obv ious ly, that we can model the with mathematics does not imply that the is mathemat ics, but neither does it imply that it isn't. The quandary may be resolved by researchers working in the field of ethnomathematics. Ethn omathematics includes all practices of a na ture, such as sorting, classifying, counting, and measuring, wh ich are performed in different cultural settings, through the use of practices acquired, developed , and transmitted through generations.16 The Austrian mathema tician Roland Fischer provides a way of viewing mathematics that is helpful in understanding ethnornathematics. Fischer writes, Mathematics provides a means for individ uals to exp lain and control complexsituations of the natural and of the