Mathematics from a Cultural Perspective: Systematic Review Article

Abstract

This study aims to systematically analyze the studies on the relationship between mathematics and culture between 2010 and 2024. In the light of these studies, a general perspective on ethnomathematics was tried to be presented. In this direction, 169 studies were included in the data pool by searching the National Thesis Center of the Council of Higher Education(YÖK), Google Scholar, Web of Science and Scopus access sites with the keywords “mathematics and culture”, “ethnomathematics”, “matematik ve kültür” and “etnomatematik”. As a result of the evaluation made in accordance with the systematic review evaluation criteria, 57 studies were included in the review. It was seen that most of studies(f=39) aimed to examine the effect of ethnomathematics based activities on the mathematics learning process. It was determined that the studies were predominantly qualitative(f=32), more studies were conducted with middle school students(f=16) and the interview form was used more as a data collection tool(f=29). The results obtained from the studies show that ethnomathematics based activities provide social and cognitive gains in children. For this reason, it is recommended to increase the studies in the national literature with the idea that ethnomathematics increases the skills and competencies in the mathematical field.

Keywords

• Ethnomathematics
• culture
• mathematics
• relationship between mathematics and culture

Kültürel Bir Bakış Açısıyla Matematik: Sistematik Derleme Makalesi

Abstract

Bu çalışma 2010-2024 yılları arasında matematiğin kültür ile olan ilişkisi üzerine yapılan çalışmaları sistematik bir biçimde incelemeyi amaçlamaktadır. İncelenen bu çalışmalar ışığında etnomatematik üzerine genel bir bakış açısı sunulmaya çalışılmıştır. Bu doğrultuda “matematik ve kültür”, “etnomatematik”, “mathematics and culture” ve “ethnomathematics” anahtar kelimeleri ile Yükseköğretim Kurulu Başkanlığı(YÖK) Ulusal Tez Merkezi, Google Akademik, Web of Science ve Scopus erişim siteleri taranarak 169 çalışma veri havuzuna alınmıştır. Sistematik derleme değerlendirme kriterlerine uygun olarak yapılan değerlendirme sonucunda 57 çalışma incelemeye dâhil edilmiştir. Çalışmaların büyük bir kısmının(f=39) etnomatematik temelli etkinliklerin matematik öğrenme sürecine etkisini incelemeye yönelik olduğu görülmüştür. Çalışmaların ağırlıklı olarak nitel yaklaşımla yapıldığı(f=32), çalışmalarda ortaokul dönemindeki öğrenciler ile daha çok çalışıldığı(f=16) ve veri toplama aracı olarak görüşme formunun daha çok kullanıldığı(f=29) tespit edilmiştir. Çalışmalardan elde edilen sonuçlar, etnomatematik temelli etkinliklerin çocuklarda sosyal ve bilişsel kazanımlar sağladığını göstermektedir. Bu nedenle etnomatematiğin matematiksel alandaki beceri ve yetkinliklerini arttırdığı düşüncesiyle ulusal alan yazında çalışmaların arttırılması önerilmektedir.

Keywords

• Etnomatematik
• Kültür
• Matematik
• Kültür ve Matematik İlişkisi

References

1. Achor, E., Imoko, I. and Uloko, S. (2009). Effect of ethnomathematics teaching approach on senior secondary students’ achievement and retention in locus. Educational Research and Review, 4 (8), 385-390. https://eric.ed.gov/?id=EJ888237
2. Adriyani, A. (2022). Effectiveness of ethnomathematics-based student worksheets in improving the mathematical problem solving ability of class VIII students of SMP negeri 1 walenrang [Master thesis, Palopo State Islamic Institute, Indonesia].
3. Akdemir, M.& Akdemir Engul, T. (2024). Integration of cultural mathematics knowledge into education: Etnomathematical activities created by middle school teacher candidates. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 13(4), 218-226
4. Aktekin, D. (2017). Ethnomathematics (Tez No. 474078) [Master thesis, Kocaeli University- Kocaeli]. Council of Higher Education (YOK) National Thesis Center.
5. Aktuna, H. E. (2013). Sixth grade students’s perceptions of and engagement in ethnomathematical tasks in the area measurement concept (Tez No. 345122) [Master thesis, Middle East Technical University -Ankara]. Council of Higher Education (YOK) National Thesis Center.
6. Aprilia, E.D., Trapsilasiwi, D., & Setiawan, T.B. (2019). Etnomatematika pada permainan tradisional engklek beserta alatnya sebagai bahan ajar. Kadikma, 10(1), 85-94. https://doi.org/10.19184/kdma.v10i1.11735
7. Arief, S.A., Bella Saragih, R. M., & Harahap, Y. N. (2024). The effect of using students’ mathematics worksheets based on ethnomathematics to improve literacy- numeracy abilities. Numeracy, 11(1), 30-42. https://doi.org/10.46244/numeracy.v11i1.2587
8. Ascher, M. (2005). Ethnomathematics: A multicultural view of mathematical ideas (B. Ercan, Trans.). Okyanus (Original work published 1991).

9. Asnawati, S., & Muhtarullah, F. (2016). Penerapan pembelajaran inkuiri dengan etnomatematik pada materi bidang datar terhadap kemampuan pemahaman matematis siswa. Jurnal Euclid, 2(2), 275-295. https://jurnal.ugj.ac.id/index.php/Euclid/article/view/363
10. Aydın, M., Laçin, S., and Keskin, İ. (2018). Teachers' views on the implementation of the secondary school mathematics curriculum. International e-Journal of Educational Studies, 2(3), 1-11.
11. Bilgen, Z., & Akman, B. (2021). The role of home environment and family in supporting mathematics skills in early childhood. Journal of Preschool and Basic Education, 2(2), 25-35.
12. Bishop, A. (1994). Cultural conflicts in mathematics education: Developing a research agenda. For the Learning of Mathematics, 14(2), 15-18. https://www.jstor.org/stable/40248109
13. Bishop, A. (1999). Mathematics education in its cultural setting, Educational Studies in Mathematics, 40(2), 47-62.
14. Bozkır Çalık, F. (2024). The effect of ethnomathematics activities on 6th grade students' attitudes to problem solving (Tez No. 881649) [Master thesis Bayburt University, Bayburt]. Council of Higher Education (YOK) National Thesis Center.
15. Burns, N., & Grove, S. K. (2009). The practice of nursing research: Appraisal, synthesis, and generation of evidence. (6th ed., pp. 90-119, 598-610). USA: Saunders.
16. Buyung, Hendriana, E. (2020). Kemampuan pemahaman konsep matematika mahasiswa menggunakan lembar kerja mahasiswa berbasis etnomatematika. Journal of Mathematics Education and Science, 6(1), 1-9. https://jurnal.uisu.ac.id/index.php/mesuisu/article/view/2928/2070
17. Büyüköztürk, Ş. (2016). Thoughts on exams. Kalem Journal of Education and Human Sciences, 6(2), 345-356. https://doi.org/10.23863/kalem.2017.64
18. Cahyono, B., Rohman, A.A., Setyawati, R.D. & Dzakiyyah, R. (2023). Development of e-comic learning media based on ethnomathematics and creative thinking skills in mTs geometry material. Jurnal Program Studi Pendidikan Matematika, 12(2), 2283-2295
19. Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4nd ed.). Thousand Oaks, CA: Sage.
20. Çelik, M. (2022). Bibliometric profile of early childhood mathematics education studies. Journal of Scientific Research in Turkey, 7(1), 55-71.
21. Çenberci, S., & Horzum, T. (2023). Investigation of ethnomathematics awareness of preservice mathematics teachers. Journal of Ahmet Keleşoğlu Education Faculty, 5(3), 713-732.
22. Darmawan, I.M.A., Sariyasa & Gunamantha, I.M. (2021). Implementation of traditional game-based etnomatics on critical thinking with covariable verbal ability of grade II elementary school students. Indonesian Journal of Basic Education, 5(1), 31-42.
23. D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. Learn Math 5(1), 44–48
24. D’Ambrosio, U. (1990). The history of mathematics and ethnomathematics. How a native culture intervenes in the process of learning science. Impact Sci Soc 40(4), 369–377.
25. D’Ambrosio, U. (1997). Where does ethnomathematics stand nowadays. Learn Math 17(1),13–17.
26. D’Ambrosio, U. (2001). What is ethnomathematics, and how can it help children in schools? Teaching Children Mathematics, 7, 308-310. https://doi.org/10.5951/TCM.7.6.0308
27. D’Ambrosio, U. (2018). The program ethnomathematics: Cognitive, anthropological, historic and socio-cultural bases. PNA-Revista de Investigación en Didáctica de la Matemática, 12(4), 229-247
28. d’Entremont, Y. (2015). Linking mathematics, culture and community. Procedia-Social and Behavioral Sciences, 174, 2818-2824. https://doi.org/10.1016/j.sbspro.2015.01.973
29. Dilla, D. (2020). Learning mathematics through traditional games in grade II students at SDN 2 Kuala Pemburan [Undergraduate thesis, Palangka Raya State Islamic Institute, Indonesia].
30. Ergene, Ö., Ergene Çaylan B., & Yazıcı, E. (2020). Ethnomathematics activities: Reflections from the design and implementation process. Turkish Journal of Computer and Mathematics Education, 11(2), 402-437. https://doi.org/10.16949/turkbilmat.688780
31. Febriyanti, C., & Prasetya, R. (2017). Eksplorasi unsur etnomatematika dalam kebudayaan sunda di purwakarta. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika, 1(9), 175-178.
32. Fendrik, M., & Wangid, M. (2020). Analysis of Riau traditional game-based ethnomathematics in developing mathematical connection skills of elementary school students. Ilkogretim Online - Elementary Education Online, 19(3), 1605-1618. https://doi:10.17051/ilkonline.2020.734497
33. Fouze, A., & Amit, M. (2017). On the importance of an ethnomathematical curriculum in mathematics education. Eurisa Journal of Mathematics Science and Technology Education, 14(2),561-567. https://DOI:10.12973/ejmste/76956
34. Friansah, D., & Yanto, Y. (2020, October 9-10). The exploration of ethnomathematics in the cultural heritage of musi rawas regency through ethnographic studies [Paper presentation] Journal of Physics Conference Series 1521, Indonesia. https://doi.org/10.1088/1742-6596/1521/3/032101
35. Gough, D., and Thomas, J. (2016). Systematic reviews of research in education: Aims, myths and multiple methods. Review of Education, 4(1), 84-102.
36. Gusvarini, EP, Zamzaili, Z. and Haji, S. (2022). Pengaruh Media Berbasis Etnomatematika Rumah Adat Rejang Lebong Terhadap Kemampuan Pemahaman Konsep Siswa SMP. Pendidikan Dan Konseling (JPDK), 4 (6), 1868–1875.
37. Günay, K. (2023). Investigation of the effect of teaching using ethnomathematics applications on the problem-solving skills and affective behavi̇or of students (Tez No. 822635) [Master thesis Sakarya University, Sakarya]. Council of Higher Education (YOK) National Thesis Center.
38. Güreş, H. (2019). Examining the mathematical thoughts of secondary school 7th grade students with different cultural values: An Ethnomathematics application (Tez No. 581355) [Master thesis Anadolu University, Eskişehir]. Council of Higher Education (YOK) National Thesis Center.
39. Hakim, H., Rahmadhani, E.& Wahyuni, S. (2020). Ethnomathematical study: creating math to students with gayo culture. [Journal of Physics: Conf. Series]. The 6th Annual International Seminar on Trends in Science and Science Education, Indonesia. https://doi.org/10.1088/1742-6596/1462/1/012068
40. Halberg, E. (2021). “How do they do it at home?”: a qualitative study to highlight how mathematics teachers take students' cultural background and informal mathematics into account in their teaching [Master thesis, University West, Sweden].
41. Iluno, C., & Taylor, J. I. (2013). Ethnomathematics: The key to optimizing learning and teaching of mathematics. IOSR Journal of Research & Method in Education (IOSR-JRME), 3(1), 53-57.
42. Irawan, A. (2018). Use of ethnomatematics engklek in mathematics learning. Jurnal MathEducation Nusantara, 1(1), 46-51. https://doi.org/10.30598/vol12iss1pp1-6ar358
43. Kadir, Musyrifah, E. & Safitri, R.D. (2019). Pengaruh heuristik krulick rudnick berbasis etnomatematika terhadap kemampuan repreresentasi geometri. ALGORITMA Journal of Mathematics Education (AJME), 1(2), 146-155. https://doi.org/10.15408/ajme.v1i2.14075
44. Kara, M. (2009). Effects of instructional design integrated with ethnomathematics: Attitudes and achievement (Tez No. 246271) [Master thesis Boğaziçi University, İstanbul]. Council of Higher Education (YOK) National Thesis Center.
45. Karaçam, Z. (2013). Systematic Review Methodology: A Guide for Preparation of Systematic Review. E-Journal of Dokuz Eylul University Nursing Faculty, 6(1), 26-33. https://dergipark.org.tr/en/pub/deuhfed/issue/46815/587078
46. Khalimah, N., Farin, K., Nikmah, M. & Ni’mah, K. (2017). Budaya kediri dalam pembelajaran matematika. Jurnal Ilmiah Pendidikan Matematika, 2(1), 65-71. https://doi.org/10.26877/jipmat.v2i1.1482
47. Krummel, A. (2013). Multicultural teaching models to educate pre-service teachers: Reflections, service-learning, and mentoring. Current Issues in Education, 16(1). http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1059
48. Kusumaningsih, W., Supandi, S.& Ariyanto, L. (2020, August 12-13). Ethnomathematics for congruence concept: a didactical design in a mathematics classroom. [Journal of Physics: Conference Series], 5th Seminar Nasional Matematika dan Pendidikan Matematika, Indonesia. http://doi: 10.1088/1742-6596/1663/1/012036
49. Küçük, A. (2005). Ethnomathematics in Anatolia (In Turkey): Mathematical thoughts in multiculturalism. Revista Latinoamericana de Etnomatemática, 7(1), 171-184.
50. Lasserson, T.J, Thomas, J. & Higgins, J, PT. (2019). Cochrane Handbook for Systematic Reviews of Interventions. J. PT Higgins, J. Thomas, J. Chandler, M. Cumpston, T. Li, M. J. Page, V. A. Welch(Eds.), Starting a review, (2nd ed., pp. 1-12). WILEY.
51. Lewis, K.C. (2016). Ethnomathematics meets history of mathematics: A case study (Master thesis). Texas A&M University, USA.
52. Lubis, A.N.M.T., & Widada, W. (2020). Kemampuan problem solving siswa melalui model pembelajaran matematika realistik berorientasi etnomatematika bengkulu. Jurnal Pendidikan Matematika Raflesia, 5(1), 127-133.
53. Lusia, R. A., Janah, N., & Robakiah. (2022). Exploration of Ethnomathematics in Bedincak Gymnastics as an Alternative Learning and Refreshing Place for Students. Fraction Journal, 1, 20-30.
54. Magallanes, A. M. (2003). Comparison of student test scores in a coordinate plane unit using traditional classroom techniques versus traditional techniques coupled with ethnomathematics software at Torch middle school [Master’s thesis, National University-Singapore]. Mania, S. & Alam, S. (2021). Teachers’ perception toward the use of ethnomathematics approach in teaching math. International Journal of Education in Mathematics, Science, and Technology, 9(2), 282-298. https://doi.org/10.46328/ijemst.1551
55. Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
56. Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A. & PRISMAP Group (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1-9.
57. Moneti, A. (2024). Helping students in sloving HOTS (High Order Skills) mathematics problems based on ethnomathematics at SMAN 1 Teupah Selatan [Master Thesis, University of Bina Bangsa Getsempena, Indonesia].
58. Mukeriyanto, Zaenuri& Mulyono. (2020, September 3-4). Cooperative learning model with ethnomathematics nuances to improve the love of local culture and ability of problem solving [Journal of Physics: Conference Series], 6th International Conference on Mathematics, Science, and Education, Indonesia. https:// doi:10.1088/1742-6596/1567/3/032017
59. Ndoya, M.K.& Ledu, M.G.G. (2024). Study of nage culture ethnomathematic symbols in primary school mathematics learning. Mandalika Educational Scientific Journal(MADU), 2(1), 171-179.
60. Özbebek, İ. (2024). A curriculum design for developing reflective thinking skills in prospective elementary mathematics teachers through ethnomathematics-based mathematics instruction (Tez No. 883029) [Master thesis, Çanakkale 18 Mart University,- Çanakkale]. Council of Higher Education (YOK) National Thesis Center.
61. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Şemseer, L., Tetzlaff, J.M., & Moher, D. (2021). Updating Guidance for Reporting Systematic Reviews: Development of the PRISMA 2020 Statement. Journal of Clinical Epidemiology, 134, 103-112.
62. Pratiwi, A., Utami, Suprapto, E. (2024). Reasoning ability of elementary school students in solving ethnomathematics- based reflections problems in benteng pendem based on inital abilities. Didactics: Scientific Journal of PGSD STKIP Subang, 10(3), 334-344.
63. Prihatiningtyas, N. C., & Buyung, B. (2023). Students mathematical literacy ability through the implementation of the problem based learning model based on etnomathematics in Tidayu culture. Jurnal Program Studi Pendidikan Matematika, 12(1), 215-227.
64. Powell, A., & Temple, O. (2001). Seeding ethnomathematics with “aware”: Sankofa. Teaching Children Mathematics, 7(6), 369–375. https://doi.org/10.5951/TCM.7.6.0369
65. Prawiti, J.W.& Pujiastuti, H. (2020). Eksplorasi etnomatematika pada permainan tradisional kelereng. Jurnal PendidikanMatematikaRaflesia, 5(2), 1-12.
66. Rading-Stanford, A. (2023). Year K-3 students' perception of mathematics [Master thesis, Malmö University, Sweden].
67. Risdiyanti, I.& Prahmana, R.C. (2017, October 13-14). Ethnomathematics: exploration in Javanese culture. [IOP Conf. Series: Journal of Physics], The First Ahmad Dahlan International Conference on Mathematics and Mathematics Education, Indonesia.
68. Rohaeti, E., Fitriani, N.& Akbar, F. (2020). Developing an interactive learning model using visual basic applications with ethnomathematical contents to improve primary school students’ mathematical reasoning. Journal of Mathematics Education, 9(2), 275-286. https://doi.org/10.22460/infinity.v9i2.p275-286
69. Rosa, M. & Orey, D. (2011). Ethnomathematics: The cultural aspects of mathematics. Revista, Latinoamericana de Etnomatematica, 4(2), 32-54.
70. Rosa, M. & Orey, D. (2021). Ethnomodelling as a glocalization process of mathematical practices through cultural dynamism, The Mathematics Enthusiast, 18(3), 439-468. https://doi.org/10.54870/1551-3440.1533
71. Samo, D. & Kartasasmita, B. (2018). Culture-based contextual learning to increase problem-solvin ability of first year university student. Journal on Mathematics Education, 9(1), 81-94. http://dx.doi.org/10.22342/jme.9.1.4125.81-94
72. Sevgi, S. (2019). Student approaches resulting from the inclusion of cultural context in transformation geometry activities (Tez No. 593584) [Master thesis, Dokuz Eylül University -İzmir]. Council of Higher Education (YOK) National Thesis Center.
73. Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for information, 22(2), 63-75.
74. Stathopoulou, C., Kotarinou, P., & Appelbaum, P. (2015). Ethnomathematical research and drama in education techniques: developing a dialogue in a geometry class of 10th grade students. Revista Latinoamericana de Etnomatemática, 8(2), 105-135.
75. Sunzuma, G., & Maharaj, A. (2019). Teacher-related challenges affecting the integration of ethnomathematics approaches into the teaching of geometry. EURASIA Journal of Mathematics, Science and Technology Education, 15(9), 2-15. https://doi.org/10.29333/ejmste/108457
76. Sunzuma, G., & Maharaj, A. (2020). In-service mathematics teachers’ knowledge andawareness of ethnomathematics approaches. International Journal of Matematical Education in Science and Techology, 52(7), 1063-1078. https://doi.org/10.1080/0020739X.2020.1736351
77. Suryaningsiha, C., & Munahefib D. N. (2021). Penerapan Puzzle Bernuansa Etnomatematika Melalui Permainan Engklek pada Materi Bangun Datar. PRISMA, Prosiding Seminar Nasional Matematika, 4 (2021), 111-118.
78. Şahin, S. (2018). A sample application on the use of intangible cultural heritage items in teaching number concept to 48-66 months old children (Tez No. 506344) [Master thesis, Eskişehir Osmangazi University, Eskişehir]. Council of Higher Education (YOK) National Thesis Center.
79. Şişman, C. (2022). Evaluation of mathematical activities preparedwith ethnomathematics approach according to realistic mathematics education basic principles (Tez No. 750284) [Master thesis, Yıldız Teknik University, İstanbul]. Council of Higher Education (YOK) National Thesis Center.
80. Qualiyah, S., Nizaruddin, N.& Shodiqin, A. (2022). Mathematical literacy ability in problem based learning based on etnomathematics. Jurnal Matematika Dan Pendidikan Matematika, 4(6), 456-466.
81. Tandililing, E. (2013, November 9). Pengembangang pembelajaran matematika sekolah dengan pendekatan etnomatematika berbasis budaya lokal sebagai upaya untuk meningkatkan kualitas pembelajaran matematik adi sekolah. Seminar Nasional Matematika dan Pendidikan Matematika FMIPA UNY. http://eprints.uny.ac.id/id/eprint/10748
82. Triwahyuningtyas, D., Mahmuda, N. &Yulanti. (2020). Developing module for two-dimensional course based on ethnomathematics for fourth grade of elementary school student. Al Ibtida: Jurnal Pendidikan Guru MI, 7(2), 166-178. https://doi.org/10.24235/al.ibtida.snj.v7i2.6314
83. Umar, Tudunkaya, I.O.& Muawiya, H.U. (2019). Effect of ethnomathematics teaching approach on performance and retention in trigometry among secondary school students in zaria local government area kaduna state, Nigeria. Abacus (Mathematics Education Series), 44(1), 104-112. https://www.man-nigeria.org.ng/issues/ABA-EDU-2019-14.pdf
84. Utami, N. & Sayuti, S. (2019). Math and mate in javanese primbon: Etnomathematics study. Journal on Mathematics Education, 10(3), 341-356. http://dx.doi.org/10.22342/jme.10.3.7611.341-356
85. Utami, N., Sayuti, S. & Jailani, J. (2021). Indigenous artifacts from remote areas, used to design a lesson plan for preservice math teachers regarding sustainable education. Heliyon, 13(7), 1-9.
86. Vasquez, O. A. (2011). Ethnomathematics and education: A case study of an indigenous community in Colombia. Journal of Mathematics and Culture, 6(1), 44-55.
87. Verner, I., Massarwe, K. & Bshouty, D. (2013). Constructs of engagement emerging in an ethnomathematically-based teacher education course. Journal of Mathematical Behavior, 32(494-507). https://doi.org/10.1016/j.jmathb.2013.06.002
88. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
89. Widada, W., Herawaty, D., & Lubis, A. N. M. T. (2018, September 1-8). Realistic mathematics learning based on the ethnomathematics in Bengkulu to improve students’ cognitive level [Conference session]. Journal of Physics: Conference Series, The 6th South East Asia Design Research International Conference, Indonesia.
90. Widada, W., Herawaty, D.& Ma’rifah, N. (2019). Characteristics of students thinking in understanding geometry in learning ethnomathematics. International Journal of Scientific& Technology Research, 8(11), 3496-3503.
91. Yanti, D., & Widada, W. (2018). Kemampuan pemecahan masalah open ended peserta didik sekolah negeri dan swasta dalam pembelajaran matematika realistik berorientasi etnomatematika Bengkulu. Jurnal Pendidikan Matematika Raflesia, 3(1), 21-31. https://doi.org/10.33369/jpmr.v3i1.6284
92. Yazıcı, E. Z. (2021). Examination of culture and mathematics in ethnomathematics applications in the framework of realistic mathematics education (Tez No. 686464) [Doctorate thesis, Marmara University- İstanbul]. Council of Higher Education (YOK) National Thesis Center.
93. Yılmaz, K. (2021). Systematic compilation, Meta-assessment and bibliometric analysis in social sciences and educational sciences. MANAS Journal of Social Studies, 10(2), 1457-1490. https://doi.org/10.33206/mjss.791537
94. Yılmaz, N., Öztürk, T., & Kanbolat, O. (2012, June 22-30). Reflections from an ethnomathematics application [Paper presentsition]. X. National Science and Math Education Congress, Niğde, Turkey.
95. Zaenuri, Purwanti, D.& Asikin, M. (2019, October 9-10). Etnomathematics of batik motifs in problem based learning [Journal of Physics: Conference Series], 6th International Conference on Mathematics, Science, and Education, Indonesia. http://doi:10.1088/1742-6596/1567/3/032013
96. Zaslavsky, C. (1998). Ethnomathematics and multicultural mathematics education. Teaching Children Mathematics, 4(9), 502-503. https://eric.ed.gov/?id=EJ565692