The significance of ethnomathematics learning
A cross-cultural perspectives between Indonesian and Thailand educators
Dados Bibliográficos
| ID | 13017116 |
|---|---|
| Autores | I Putu Ade Andre Payadnya (0000-0002-9048-1957, Universitas Mahasaraswati Denpasar, autor correspondente), I Gusti Ayu Putu Arya Wulandari (Universitas Mahasaraswati Denpasar), Kadek Rahayu Puspadewi (0009-0001-7486-427X, Universitas Mahasaraswati Denpasar), Sompob Saelee (0000-0003-0159-4149, Bansomdejchaopraya Rajabhat University) |
| Ano | 2024 |
| Volume | 18 |
| Fascículo | 4 |
| Páginas | 508-522 |
| Data de publicação | 2024-08-11 |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal for Multicultural Education (JOURNAL) |
| Identificadores do periódico | ISSN: 2053-535X • E-ISSN: 2053-5368 |
| Editora | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/jme-05-2024-0049 |
| OpenAlex | W4401498286 |
| Idioma | EN |
| Citações recebidas | 4 |
| Referências citadas | 33 |
Purpose Ethnomathematics can help understand math concepts but is challenging in countries like Indonesia and Thailand due to its complexity. This study explores how math educators in these countries view integrating ethnomathematics into teaching. The purpose of this study is to see its importance in helping students understand and apply math concepts in different cultural settings. By looking at educators’ opinions, the study seeks strategies to effectively use ethnomathematics in education. Design/methodology/approach The research used a mixed-methods approach with questionnaires and interviews to gather data from 138 Indonesian and 145 Thai educators, including lecturers, teachers and preservice teachers. Quantitative data were analyzed using descriptive statistics to classify responses. Qualitative data analysis involves reducing, presenting, concluding and validating data to ensure accuracy. This approach aimed to provide a complete understanding of educators’ views on ethnomathematics. Findings The quantitative results showed strong support among Indonesian educators (average score 4.77) for integrating cultural elements in math education. Thai educators were slightly less enthusiastic (average score 4.57), but still positive. Interviews revealed unique cross-cultural perspectives and emphasized the need for theoretical and practical applications of ethnomathematics in the classroom. This perspective highlights the importance of social context and interaction in learning and calls for innovative teaching methods that use students’ cultural backgrounds. Originality/value This study offers new insights into how Indonesian and Thai educators view ethnomathematics, considering their cultural contexts. It underscores the importance of adapting teaching approaches to fit each country’s cultural characteristics, showing the close link between ethnomathematics and cultural development
Ethnomathematics · Indonesian · Linguistics · Mathematics education · Pedagogy · Sociology · Anthropology · Education and Critical Thinking Development · Educational Assessment and Pedagogy · Mathematics Education and Teaching Techniques · Philosophy · Psychology
Teachers’ perspectives on the challenges and opportunities of culturally responsive pedagogy in the mathematics classroom
The role of project-based ethno-didactics of mathematics learning toward pre-service elementary teachers’ perspectives, mathematical, and didactic knowledge
Exploring Gender and Cultural Influences on Career Choices in Mathematics
Algorithmic learning or learner autonomy? Rethinking AI’s role in digital education
The program Ethnomathematics
Networking Between Ethnomathematics, STEAM Education, and the Globalized Approach to Analyze Mathematical Connections in Daily Practices
Ethno-Realistic Mathematics Education
[Culture] Makes Each Country Unique, It’s Kind of like a Trademark.” Empirical Results on Students’ Perceptions of Culture and Space as Learning Prerequisite for Geography Lessons
Discussing Ethnomathematics
| Citações por ano | 4 |
|---|---|
| Intervalo de citações | 2025 - 2026 (2) |
| Altamente citado | Não |