Cultural integration in mathematics learning has been widely discussed both theoretically and practically. However, teachers' perceptions have not been revealed much in positioning culture-based mathematics learning in the classroom. The teacher as the spearhead of learning has an important role to ensure that cultural concepts do not become a barrier to student success. The purpose of this study was to obtain the teacher's perception descriptively in culture-based mathematics learning, especially from readiness of teachers. This research is a quantitative descriptive with a survey approach. The number of participants was 27 mathematics teachers in Jeneponto Regency, South Sulawesi Province. The research instrument used a questionnaire sheet that included 40 statement items. Data collection is done through google forms and direct distribution in schools. The data collected were analyzed descriptively by grouping responses and statements based on indicators. The results showed that the perception of most teachers agreed that mathematics can be found in various cultural elements. Teacher education and training related to culture-based learning are needed to support the successful application of ethnomathematics in the classroom. Most teachers agree that cultural integration in learning mathematics can motivate students. Teachers agree that mathematics and culture are interrelated, but selective content segregation is required. Most teachers perceive values and characters as relevant in culture-based mathematics learning activities.
REFERENCES
1.
D. M.
Davison
, “An Ethnomathematics Approach to Teaching Language Minority Students
,” in Proceedings of the Annual International Native American Language Issues Institute
, (1989
), pp. 143
–148
.2.
I. G. P.
Suharta
, N. N.
Parwati
, and I. G. N.
Pujawan
, “Integration of Ethnomathematics in Learning Geometry Transformation
,” Proc. 5th Asian Educ. Symp. 2020 (AES 2020)
, 566(Aes 2020
), 107
–110
(2021
), doi: .3.
L.
Shirley
, “Ethnomathematics as a Fundamental of Instructional Methodology
,” Zentralblatt für Didakt. der Math.
, 33
(3
), 85
–87
(2001
), doi: .4.
W.
Widada
, D.
Herawaty
, and A. N.
Lubis
, “Realistic mathematics learning based on the ethnomathematics in Bengkulu to improve students’ cognitive level
,” J. Phys. Conf. Ser.
, 1088
(1
), 12028
(2018
), doi: .5.
W.
Widada
, D.
Herawaty
, A. F. D.
Anggoro
, A.
Yudha
, and M. K.
Hayati
, “Ethnomathematics and Outdoor Learning to Improve Problem Solving Ability
,” Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018)
. Atlantis Press
, (2019
), pp. 13
–16
. doi: .6.
A.
Fauzan
, F.
Tasman
, and R.
Fitriza
, “Exploration of Ethnomathematics at Rumah Gadang Minangkabau to Design Mathematics Learning Based on RME in Junior High Schools
,” Proceedings of the 2nd International Conference Innovation in Education (ICoIE 2020)
. Atlantis Press
, (2020
), pp. 279
–283
. doi: .7.
R.
Matang
, “The Role of Ethnomathematics in Mathematics Education in Papua New Guinea: Implications for mathematics curriculum
,” J. Educ. Int. Dev.
, 24(June
), 27
–37
(2002
)8.
R. A.
Ogunkunle
and N. R.
George
, “Integrating Ethnomathematics Into Secondary School Mathematics Curriculum for Effective Artisan Creative Skill Development
,” Eur. Sci. J.
, 11
(3
), 386
–397
(2015
)9.
W.
Zhang
, “Ethnomathematics and Its Integration within the Mathematics Curriculum
,” J. Math. Educ.
, 3
(1
), 151
– 157
(2010
)10.
Zaenuri
and N.
Dwidayati
, “Exploring ethnomathematics in Central Java
,” J. Phys. Conf. Ser.
, 983
(1
), (2018
), doi: 11.
S. K.
Khan
, “Ethnomathematics as mythopoetic curriculum
,” Learn. Math.
, 31
(3
), 14
–18
(2011
)12.
C.
Zaslavsky
, “World Cultures in the Mathematics Class
,” Learn. Math.
, 11
(2
), 32
–36
(1991
)13.
S.
Adam
, “Ethnomathematical Ideas in the Curriculum
.,” Math. Educ. Res. J.
, 16
(2
), 49
–68
(2004
), doi: .14.
N. R.
Peni
, “Development Framework of Ethnomathematics Curriculum through Realistic Mathematics Education Approach
,” IOSR-JRME
, 9
(4
), 16
–24
(2019
), doi: www.iosrjournals.org.15.
A.
Brandt
and E. J.
Chernoff
, “The Importance of Ethnomathematics in the Math Class
,” Ohio J. Sch. Math.
, no. 71
, 31
–36
(2015
)16.
G.
Knijnik
, Curriculum, culture and ethnomathematics: the practices of “cubagem of wood
” in the brazilian landless movement
, 23
(2
), (2002
)17.
Cheriani
, A.
Mahmud
, S.
Tahmir
, D.
Manda
, and G. D.
Dirawan
, “Problem-Based Learning – Buginese Cultural Knowledge Model — Case Study : Teaching Mathematics at Junior High School
,” Int. Educ. Stud.
, 8
(4
), 104
–110
(2015
), doi: .18.
A. S.
Nur
, S. B.
Waluya
, R.
Rochmad
, and W.
Wardono
, “Contextual learning with Ethnomathematics in enhancing the problem solving based on thinking levels
,” JRAMathEdu (Journal Res. Adv. Math. Educ.
, 5
(3
), 331
–344
(2020
), doi: .19.
W.
Widada
, D.
Herawaty
, and A. N. M. T.
Lubis
, “Realistic mathematics learning based on the ethnomathematics in Bengkulu to improve students’ cognitive level
,” J. Phys. Conf. Ser.,1088
, (2018
), doi: .20.
A.
Irawan
et al, “Designing of realistic mathematics learning based on ethnomathematics and plane figure
,” J. Phys. Conf. Ser.
, 1175
(1
), 12050
(2019
), doi: .21.
M.
Ahmad
, Y. P.
Siregar
, and N. A.
Siregar
, “The Effectiveness of Realistic Mathematics Learning Model Based on Mandailing Culture in Teaching of Students’ Mathematical Problem Solving Ability
,” in Advances in Social Science, Education and Humanities Research (ASSEHR)
, 285(ICM2E
), 131–137
(2018
), doi: .22.
S. A. B.
Lestari
, S.
Saragih
, and Hasratuddin, “Developing Learning Materials Based on Realistic Mathematics Education with Malay Culture Context to Improve Mathematical Communication Ability and Self-Efficacy of Students in SMPN 2 Talawi
,” Am. J. Educ. Res.
, 6
(11
) 1473
–1480
(2018
), doi: .23.
S.
Hartinah
et al, “Probing-Prompting Based On Ethnomathematics Learning Model: The Effect On Mathematical Communication Skill
,” J. Educ. Gift. Young Sci.
, 7
(4
), 799
–814
(2019
), doi: .24.
N. R. N.
Peni
and T.
Baba
, “Consideration of curriculum approaches of employing ethnomathematics in mathematics classroom
,” in Journal of Physics: Conference Series
, (2019
), 1321
(3
), 1
–6
, doi: .25.
I. M.
Verner
, K.
Massarwe
, and D.
Bshouty
, “Constructs of engagement emerging in an ethnomathematically-based teacher education course
,” J. Math. Behav.
, 32
(3
), 494
–507
(2013
), doi: .26.
M. E.
Gavarrete
, “The challenges of mathematics education for Indigenous teacher training training
,” Intercult. Educ. J.
, 26
(4
), 326
–337
(2015
), doi: .27.
G. S.
Aikenhead
, “Enhancing School Mathematics Culturally : A Path of Reconciliation
,” Can. J. Sci. Math. Technol. Educ.
, 17
(2
), 73
–140
(2017
), doi: .28.
Ö.
Ergene
, B.
Çaylan
, and E.
Zelal
, “Ethnomathematics Activities : Reflections from the Design and Implementation Process
,” Turkish J. Comput. Math. Educ.
, 11
(2
), 402
–437
(2020
), doi: .29.
H.
Suyitno
, “Etnomatematika dalam pembelajaran matematika: sebuah kajian reflektif (Ethnomathematics in mathematical learning: a reflective review
),” in Seminar nasional dan konferensi etnomatematika
, (2020
). pp. 1
– 22
.30.
A.
Arisetyawan
, D.
Suryadi
, T.
Herman
, and C.
Rahmat
, “Study Ethnomathematics : A Lesson of Baduy Culture
,” Int. J. Educ. Res.
, 2
(10
), 681
–688
(2014
)31.
J. B.
Darmayasa
, Wahyudin, and T.
Mulyana
, “Ethnomathematics: The use of multiple linier regression Y=b 1 X 1+b 2 X 2+e in traditional house construction Saka Roras in Songan Village
,” J. Phys. Conf. Ser.
948
(1
), 12076
(2018
), doi: .32.
N.
Ma'Rifah
, W.
Widada
, A.
Aida
, Y.
Yulfitri
, and J.
Effendi
, “The students’ mathematics understanding through ethnomathematics based on kejei dance
,” J. Phys. Conf. Ser.
, 1318
(1
), 8
–14
(2019
), doi: .33.
M.
Rosa
and D. C.
Orey
, “A trivium curriculum for mathematics based on literacy, matheracy, and technoracy: an ethnomathematics perspective
,” ZDM
, 47
(4
), 587
–598
(2015
), doi: .34.
M.
Rosa
and D. C.
Orey
, “Ethnomathematics : the cultural aspects of mathematics Etnomatemática : os aspectos culturais da matemática
,” Rev. Latinoam. Etnomatemática
, 4
(2
), 32
–54
(2011
)35.
O. A.
Cimen
, “Discussing Ethnomathematics: Is Mathematics Culturally Dependent?
,” Procedia - Soc. Behav. Sci.
, 152
, 523
–528
(2014
), doi: .
This content is only available via PDF.
© 2022 Author(s).
2022
Author(s)
You do not currently have access to this content.
