Exploring mathematics concepts in the architectural mosque designs: A study of Brunei ethnomathematics

Nowadays, various mosque architectural designs are beautiful, famous, iconic and contain philosophical values. Some experts have explored the characteristics and found that different architectural construction of mosques in some countries contains many mathematical elements or Ethnomathematics that can be used as a starting point for learning mathematics. However, Ethnomathematics has not been studied much by researchers or mathematics educators in Brunei Darussalam. Many architectural designs are good to explore and, notably, familiar to students, one of which is the Sultan Omar Ali Saifuddien (SOAS) mosque. This mosque is an iconic building and a national landmark, attracting many tourists who visit the country. As far as is known, teachers in Brunei have not used Ethnomathematics as a starting point in mathematics learning. Many studies have found that utilizing Ethnomathematics may make it easier for students to understand mathematical concepts. Therefore, this study aims to explore the mathematical elements found in the architectural design of the SOAS mosque using ethnographic methods. We obtained our research data through literature studies, documentation, and field notes. We found some interesting elements of the characteristics, patterns, and forms of ornaments in the architecture of the SOAS mosque that can be used as a starting point for studying mathematical concepts. Furthermore, the philosophical values of the mosque design creations have the potential to foster good student character and behaviour. It is hoped that this research can be used as a reference for researchers and mathematics teachers to develop learning with Ethnomathematics around students so that they can learn and understand the concepts taught in the mathematics subject.