Decomposition of numbers: An ethnomathematics perspective in Sundanese language systems for elementary school mathematics learning
-
1871948360067778_2024_n26_07_Decomposition_of_Numbers_An_Ethnomathematics_Perspective_in_Sundanese_Language_Systems_for_Elementary_School_Mathematics_LearningDescargar
Tipo de documento
Autores
Lista de autores
Umbara, Uba
Resumen
The current study aimed at describing the form of ethnomathematics in the language system used by the Sundanese people. The study employed phenomenographic and ethnomethodological through a realist ethnographic research design. Data collection techniques were used, including participatory observation and in-depth interviews. Meanwhile, the study employed content analysis, triangulation, and pattern determination to analyse the data obtained. The results indicate that the decomposition of numbers used by the community is a multiple of 25 and contains unique numbers peculiar to numbers 21 to 29. Therefore, the community’s concept of decoding numbers is relevant to be adopted into elementary school mathematics learning.
Fecha
2024
Tipo de fecha
Estado publicación
Términos clave
Análisis del contenido | Contextos o situaciones | Cultura-religión | Entrevistas | Etnomatemática | Observaciones de clase | Otro (enfoques)
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
DOI
Número
26
Rango páginas (artículo)
129-146
ISSN
2254-4313
Referencias
Abdullah, A. S. (2017). Ethnomathematics in perspective of Sundanese culture. Journal on Mathematics Education, 8(1), 1-16. https://doi.org/10.22342/jme.8.1.3877.1-15 Adam, S. (2004). Ethnomathematical ideas in the curriculum. Mathematics Education Research Journal, 16(2), 49-68. https://doi.org/10.1007/BF03217395 Albanese, V., Adamuz-Povedano, N., & Bracho-López, R. (2017). The Evolution of Ethnomathematics: Two Theoretical Views and Two Approaches to Education. In: M. Rosa, L. Shirley, M. Gavarrete & W. Alangui (Eds.), Ethnomathematics and its Diverse Approaches for Mathematics Education (pp. 307-328). Springer, Cham. https://doi.org/10.1007/978-3-319-59220-6_13 Albanese, V., Perales, F. J., & Oliveras, M. L. (2016). Matemáticas y lenguaje: concepciones de los profesores desde una perspectiva etnomatemática. Perfiles Educativos, 38(152), 31-50. https://doi.org/10.22201/iisue.24486167e.2016.152.57586 Barton, B. (2008). Cultural and social aspects of mathematics education: Responding to Bishop’s challenge. In Clarkson, P. & Presmeg, N. (Eds.), Critical issues in mathematics education: Major contributions of Alan Bishop (pp. 121-133). Springer. https://doi.org/10.1007/978-0-387-09673-5_9 Barton, M. L., & Heidema, C. (2002). Teaching reading in mathematics. Mid-Continent Research for Education and Learning Aurora. Bishop, A. J. (1988). Mathematics education in its cultural context. Educational Studies in Mathematics, 19(2), 179-191. https://doi.org/10.1007/BF00751231 Bishop, A. J. (1999). Mathematics teaching and values education—an intersection in need of research. ZDM, 31(1), 1-4. https://doi.org/10.1007/s11858-999-0001-2 Bogdan, R., & Taylor, S. J. (1975). Introduction to qualitative research methods: A phenomenological approach to the social sciences. John Wiley & Sons. Borba, M. de C. (1990). Ethnomathematics and Education. For the Learning of Mathematics, 10(1), 39-43. Bullock, J. O. (1994). Literacy in the language of mathematics. The American Mathe-matical Monthly, 101(8), 735-743. Chahine, I. C. (2020). Towards african humanicity: Re-mythogolising ubuntu through reflections on the ethnomathematics of african cultures. Critical Studies in Teaching and Learning, 8(2), 95-111. https://doi.org/10.14426/cristal.v8i2.251 Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. routledge. https://doi.org/10.4324/9780203720967 Creswell, J. W. (2012). Educational Research: Planning, Conducting and evaluating Quantitative and Qualitative Research (4th ed). Pearson Education, Inc. D’Ambrosio, U., & D’Ambrosio, B. S. (2013). The role of ethnomathematics in curricular leadership in mathematics education. Journal of Mathematics Education at Teachers College, 4(1). Earp, N. W., & Tanner, F. W. (1980). Mathematics and language. The Arithmetic Teacher, 28(4), 32-34. https://doi.org/10.5951/AT.28.4.0032 Fauzi, L. M. (2022). Ethnomathematics: Mathematical ideas and educational values on the architecture of Sasak traditional residence. International Journal of Evaluation and Research in Education, 11(1), 250-259. https://doi.org/10.11591/ijere.v11i1.21775 Fouze, A. Q., & Amit, M. (2017). Development of mathematical thinking through integration of ethnomathematic folklore game in math instruction. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 617-630. https://doi.org/10.12973/ejmste/80626 Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. McGraw-Hill Humanities/Social Sciences/Languages. Francis, D., & Hester, S. (2004). An invitation to ethnomethodology: Language, society and interaction. Sage. https://doi.org/10.4135/9781849208567 Gal, I., & Stoudt, A. (1998). Numeracy: Becoming literate with numbers. Adult Learning, 9(2), 13–15. Garfinkel, H. (2005). Ethnomethodological studies of work. Routledge. https://doi.org/10.4324/9780203996867 Gerdes, P. (2009). Geometry and Basketry of the Bora in the Peruvian Amazon. Centre for Mozambican Studies and Ethnoscience, Universidade Pedagógica. Gerdes, P. (2011). African basketry: Interweaving art and mathematics in Mozambique. Proceedings of Bridges 2011: Mathematics, Music, Art, Architecture, Culture, 9-16. Gwekwerere, Y. (2016). Schooling and the African child: Bridging African epistemology and Eurocentric physical sciences. African Indigenous Knowledge and the Sciences: Journeys into the Past and Present, 33-46. https://doi.org/10.1007/978-94-6300-515-9_3 Hariastuti, R. M., Budiarto, M. T., & Manuharawati, M. (2021). Indonesian traditional dance: ethnomathematics on culture as a basis of learning mathematics in elementary schools. Ilkogretim Online, 20(1), 936-947. https://doi.org/10.17051/ilkonline.2021.01.90 Henrich, J. (2015). Culture and social behavior. Current Opinion in Behavioral Sciences, 3, 84-89. https://doi.org/10.1016/j.cobeha.2015.02.001 Herawaty, D. (2018). Students’ metacognition on mathematical problem solving through ethnomathematics in Rejang Lebong, Indonesia. Journal of Physics: Conference Series (Vol. 1088). https://doi.org/10.1088/1742-6596/1088/1/012089 Hodiyanto, H., Bertadinata, K., Susanti, G., Ramlan, A. M., Hartono, H., Prihatin, I., Susiaty, U. D., Firdaus, M., Darwanto, D., Sumarno, S., & Marlina, A. (2022). Ethnomathematics in Wedding Traditions of Dayak Ethnic: Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021), Surabaya, Indonesia. https://doi.org/10.2991/assehr.k.211229.036 Irawan, A. (2019). Ethnomathematics batik design Bali island. Journal of Physics: Conference Series, 1338(1). https://doi.org/10.1088/1742-6596/1338/1/012045 Janiola, F. R., & De los Santos, M. S. (2021). The Ethnomathematics Practices of Eskaya Tribe. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(3), 3767-3777. https://doi.org/10.17762/turcomat.v12i3.1660 Johnson, J. D. (2022). Using Bayesian Networks to Provide Educational Implications: Mobile Learning and Ethnomathematics to Improve Sustainability in Mathematics Education. Sustainability (Switzerland), 14(10). https://doi.org/10.3390/su14105897 Keesing, F. M. (1965). Cultural anthropology. Mittal Publications. Kenney, J. M. (2005). Mathematics as Language. Literacy strategies for improving mathematics instruction (pp. 1-8). ASCD. Knijnik, G. (2007). Mathematics education and the Brazilian Landless Movement: three different mathematics in the context of the struggle for social justice. Philosophy of Mathematics Education Journal, 21(1), 1-18. Knijnik, G. (2012). Differentially positioned language games: Ethnomathematics from a philosophical perspective. Educational Studies in Mathematics, 80(1), 87-100. https://doi.org/10.1007/s10649-012-9396-8 Martinez, J. G. R., & Martinez, N. C. (2001). Reading and writing to learn mathematics: A guide and a resource book. Allyn and Bacon Boston. Meaney, T., Fairhall, U., & Trinick, T. (2008). The role of language in ethnomathematics. The Journal of Mathematics and Culture, 3(1), 52-65. Orey, D. C. (2000). The Ethnomathematics of The Sioux Tipi and Cone. In: H. Selin (Ed.), Mathematics Across Cultures. Science Across Cultures: The History of Non-Western Science (vol. 2, pp. 239-252). Springer. Orey, D. C., & Rosa, M. (2006). Ethnomathematics: Cultural assertions and challenges towards pedagogical action. The Journal of Mathematics and Culture, 1(1), 57-78. Parra, A., & Trinick, T. (2018). Multilingualism in indigenous mathematics education: an epistemic matter. Mathematics Education Research Journal, 30, 233-253. https://doi.org/10.1007/s13394-017-0231-5 Petocz, P., & Reid, A. (2003). What on earth is sustainability in mathematics? New Zealand Journal of Mathematics, 32(sup.), 135-144. Planas, N. (2021). Introducción a “Construyendo la investigación sociocultural en educación matemática”. Avances de Investigación En Educación Matemática, 19, 1-6. https://doi.org/10.35763/aiem.v0i19.422 Prahmana, R. C. I., & D’Ambrosio, U. (2020). Learning geometry and values from patterns: Ethnomathematics on the batik patterns of yogyakarta, indonesia. Journal on Mathematics Education, 11(3), 439-456. https://doi.org/10.22342/jme.11.3.12949.439-456 Radiusman, R. (2021). Ethnomathematics in Balinese Traditional Dance: A Study of Angles in Hand Gestures. Journal of Physics: Conference Series, 1779(1). https://doi.org/10.1088/1742-6596/1779/1/012074 Roberts, T. (1998). Mathematical registers in Aboriginal languages. For the Learning of Mathematics, 18(1), 10-16. Rodríguez-Nieto, C. A., & Alsina, Á. (2022). Networking Between Ethnomathematics, STEAM Education, and the Globalized Approach to Analyze Mathematical Connections in Daily Practices. Eurasia Journal Of Mathematics Science And Technology Education, 18(3). https://doi.org/10.29333/ejmste/11710 Rosa, M., & Gavarrete, M. E. (2017). An Ethnomathematics Overview: An Introduction. En M. Rosa, L. Shirley, M. E. Gavarrete, & W. V. Alangui (Eds.), Ethnomathematics and its Diverse Approaches for Mathematics Education (pp. 3-19). Springer International Publishing. https://doi.org/10.1007/978-3-319-59220-6_1 Rosa, M., & Orey, D. C. (2013). Ethnomodeling as a research theoretical framework on ethnomathematics and mathematical modeling. Journal of Urban Mathematics Education, 6(2), 62-80. Rosa, M., & Orey, D. C. (2016). State of the art in Ethnomathematics. In M. Rosa, U. D’Ambrosio, D. C. Orey, L. Shirley, W. V. Alangui, P. Palhares, & M. E. Gavarret (Eds.), Current and future perspectives of ethnomathematics as a program (pp. 11-37). Springer. https://doi.org/https://doi.org/10.1007/978-3-319-30120-4_3 Roza, Y., Siregar, S. N., & Solfitri, T. (2020). Ethnomathematics: Design mathematics learning at secondary schools by using the traditional game of Melayu Riau. Journal of Physics: Conference Series, 1470(1), 12051. https://doi.org/10.1088/1742-6596/1470/1/012051 Schwartz, J. L., & Kenney, J. M. (1995). Assessing mathematical understanding and skills effectively (Interim Report of the Balanced Assessment Program, Harvard Graduate School of Education, Cambridge, Massachusetts). Seah, W. T., & Bishop, A. (2003). Values, mathematics and society: making the connections. Prime Number, 18(3), 4-9. Sowanto & Mulyadin, E. (2019). Developing of teaching materials for junior high school students based on ethnomathematics on traditional woven cloth (Tembe Nggoli) of Mbojo tribe. Journal of Physics: Conference Series, 1280(4), 42044. https://doi.org/10.1088/1742-6596/1280/4/042044 Sugianto, A. (2019). Reyog Ponorogo art exploration as mathematics learning resources: An ethnomathematics study. Journal of Physics: Conference Series 1188(1). https://doi.org/10.1088/1742-6596/1188/1/012095 Suharta, I. G. P., Sudiarta, I. G. P., & Astawa, I. W. P. (2017). Ethnomathematics of Balinese traditional houses. International Research Journal of Engineering, IT and Scientific Research, 3(4), 47-56. https://doi.org/10.21744/irjeis.v3i4.501 Sunzuma, G., & Maharaj, A. (2020). In-service mathematics teachers’ knowledge and awareness of ethnomathematics approaches. International Journal of Mathematical Education in Science and Technology, 52(7), 1063-1078. https://doi.org/10.1080/0020739X.2020.1736351 Sunzuma, G, & Maharaj, A. (2021). In-service Zimbabwean teachers’ obstacles in integrating ethnomathematics approaches into the teaching and learning of geometry. Journal of Curriculum Studies, 53(5), 601-620. https://doi.org/10.1080/00220272.2020.1825820 Tlonaen, M. A. (2021). Exploration Ethnomathematics on Traditional House Ume Kbubu in North Central Timor Districts. Journal of Physics: Conference Series, 1776(1). https://doi.org/10.1088/1742-6596/1776/1/012016 Trinick, T., & Meaney, T. J. (2020). Ethnomathematics and indigenous teacher education: Waka migrations. https://doi.org/10.33532/revemop.e202008 Trinick, T., Meaney, T., & Fairhall, U. (2017). Cultural and Mathematical Symmetry in Māori Meeting Houses (Wharenui). En M. Rosa, L. Shirley, M. E. Gavarrete, & W. V. Alangui (Eds.), Ethnomathematics and its Diverse Approaches for Mathematics Education (pp. 235-255). Springer International Publishing. https://doi.org/10.1007/978-3-319-59220-6_10 Turmudi, T., Susanti, E., Rosikhoh, D., & Marhayati, M. (2021). Ethnomathematics: Mathematical concept in the local game of tong tong galitong ji for high school. Participatory Educational Research, 8(1), 219-231. https://doi.org/10.17275/per.21.12.8.1 Umbara, U., Wahyudin, W., & Prabawanto, S. (2019). Ethnomatematics: how does cigugur traditional community use palintangan on farming. Journal of Physics: Conference Series, 1265(1), 12025. https://doi.org/10.1088/1742-6596/1265/1/012025 Umbara, U., Wahyudin, W., & Prabawanto, S. (2021a). Exploring Ethnomathematics with Ethnomodeling Methodological Approach: How Does Cigugur Indigenous People Using Calculations to Determine Good Day to Build Houses. Eurasia Journal of Mathematics, Science and Technology Education, 17(2), em1939. https://doi.org/10.29333/ejmste/9673 Umbara, U., Wahyudin, W., & Prabawanto, S. (2021b). Symbolic measuring: an exploration of ethnomathematics based on people’s daily communication. Journal of Physics: Conference Series, 1806(1), 12075. https://doi.org/10.1088/1742-6596/1806/1/012075 Usiskin, Z. (1996). Mathematics as a language. In P. Elliott (Ed.), NCTM 1996 Yearbook. National Council of Teachers of Mathematics., Inc. Verner, I., Massarwe, K., & Bshouty, D. (2019). Development of competencies for teaching geometry through an ethnomathematical approach. The Journal of Mathematical Behavior, 56, 100708. https://doi.org/10.1016/j.jmathb.2019.05.002 Wiryanto, Primaniarta, M. G., & Mattos, R. L. D. (2022). Javanese ethnomathematics: Exploration of the Tedhak Siten tradition for class learning practices. Journal on Mathematics Education, 13(4), 661-680. https://doi.org/10.22342/jme.v13i4.pp661-680
Documentos relacionados
Naturaleza y papel de las conexiones en la enseñanza y el aprendizaje de las matemáticas
- Font, Vicenç, Rodríguez-Nieto, Camilo Andrés
- Conceptos y procedimientos, Enfoque ontosemiótico, Etnomatemática, Investigación en Educación Matemática, Libros de texto, Modelización, Teorías de aprendizaje
- Educación media, bachillerato, secundaria superior (16 a 18 años), Educación primaria, escuela elemental (6 a 12 años), Educación secundaria básica (12 a 16 años)
