Year 2020, Volume 11 , Issue 2, Pages 402 - 437 2020-08-31

Ethnomathematics Activities: Reflections from the Design and Implementation Process
Etnomatematik Etkinlikler: Tasarlama ve Uygulama Sürecinden Yansımalar

Özkan ERGENE [1] , Büşra ÇAYLAN ERGENE [2] , Esin Zelal YAZICI [3]


Ethnomathematics is a field of mathematical ideas and activities that are embedded in the cultural contexts of societies. The present study aimed to examine the ethnomathematics activities designed by pre-service mathematics teachers in terms of the pre-service teacher variable, the implementation of the designed activities in the classroom environment in terms of the pre-service, the in-service teachers and student variables and to determine pre-service and in-service teachers’ awareness of ethnomathematics, their prior learning of ethnomathematics and their use of ethnomathematics in professional life. In this qualitative research study, the multiple case study was utilized. The participants of the study were 28 pre-service teachers, 71 students and 2 in-service teachers. The data collection tools of the study were the activities designed by the pre-service teachers, the questionnaires administered to the in-service teachers and students, the semi-structured interviews held with the pre-service teachers and the researchers’ field notes. The data collection process of the research was carried out in three phases consisting of preparation, design and implementation. The designed activities were analyzed in terms of the curriculum (related topics, prior learning) and use of material, and the data obtained from the questionnaires were analyzed by creating codes and categories according to the characteristics of the questions in the questionnaire. The fact that there are too many geometric elements in the Turkish culture, a limited number of studies in the field of ethnomathematics, an insufficient number of books, and individual characteristics of the pre-service teachers have influenced the design process of the activity. It was revealed that the activity implementation process had some advantages, such as increasing students’ interest in the lesson, making the class enjoyable, and enabling the teaching of cultural elements, as well as a disadvantage in terms of classroom management. The design of the ethnomathematics activities and their implementation in the classroom environment increased the pre-service and in-service teachers’ awareness of the relationship between culture and mathematics. In the questionnaires, pre-service and in-service teachers stated that they wanted to use ethnomathematics activities in their professional lives. Similarly, the students indicated that they wanted to do similar activities related to culture in mathematics lessons.
Toplumların kültürel bağlamlarında gömülü olan matematiksel düşüncelerin ve faaliyetlerin incelendiği alan etnomatematik olarak adlandırılmaktadır. Bu araştırmada, ilköğretim matematik öğretmen adayları tarafından tasarlanan etnomatematik etkinliklerin öğretmen adayı boyutunda, tasarlanan etkinliklerin sınıf ortamında uygulanmasının öğretmen adayı, öğrenci ve öğretmen boyutlarında incelenmesi ve öğretmen adayları ve öğretmenlerin etnomatematiğe yönelik farkındalık, önceki öğrenme ve mesleki hayatta kullanım durumlarının belirlenmesi amaçlanmıştır. Nitel araştırma yöntemi ile yürütülen araştırmanın deseni çoklu durum çalışması olarak belirlenmiştir. Araştırmanın çalışma grubunda 28 öğretmen adayı, 71 öğrenci ve 2 öğretmen yer almaktadır. Araştırmanın veri toplama araçlarını öğretmen adaylarının tasarladığı etkinlikler, öğretmen adayları, öğretmenler ve öğrencilere uygulanan yazılı görüş formları, öğretmen adayları ile yapılan yarı yapılandırılmış görüşmeler ve araştırmacı alan notları oluşturmaktadır. Araştırmanın veri toplama süreci hazırlık, tasarım ve uygulama olmak üzere üç aşamada gerçekleştirilmiştir. Tasarlanan etkinlikler öğretim programı (ilgili konular, önceki öğrenmeler) ve materyal kullanımı bağlamlarında, görüşme formlarından elde edilen veriler ise formlarda yer alan soruların özelliklerine göre kodlar ve kategoriler oluşturularak analiz edilmiştir. Kültürümüzde geometrik ögelerin fazla olması, etnomatematik alanında yapılan çalışmaların azlığı, kaynak kitap yetersizliği ve öğretmen adaylarının bireysel özellikleri etkinlik tasarlama sürecine etki etmiştir. Etkinlik uygulanma sürecinin derse yönelik ilginin artması, dersin eğlenceli geçmesi, kültürel ögelerin öğretimi gibi avantajlarının yanında sınıf hâkimiyeti noktasında dezavantaj oluşturduğu belirlenmiştir. Etnomatematik etkinliklerinin tasarlanması ve sınıf ortamında uygulanması öğretmenlerin ve öğretmen adaylarının kültür ile matematik ilişkisine yönelik farkındalıklarını artırmıştır. Bununla birlikte öğretmen adayları ve öğretmenler görüş formunda etnomatematik etkinliklerini mesleki hayatlarında kullanmak istediklerini ifade etmişlerdir. Öğrenciler de matematik derslerinde kültürle ilgili bu tarz etkinlikler yapmak istediklerini belirtmişlerdir
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Primary Language en
Subjects Education and Educational Research
Journal Section Research Articles
Authors

Author: Özkan ERGENE (Primary Author)
Institution: SAKARYA UNIVERSITY
Country: Turkey


Orcid: 0000-0002-5567-6791
Author: Büşra ÇAYLAN ERGENE
Institution: SAKARYA UNIVERSITY
Country: Turkey


Orcid: 0000-0003-2004-2286
Author: Esin Zelal YAZICI
Institution: Marmara University
Country: Turkey


Dates

Publication Date : August 31, 2020

Bibtex @research article { turkbilmat688780, journal = {Turkish Journal of Computer and Mathematics Education (TURCOMAT)}, issn = {}, eissn = {1309-4653}, address = {}, publisher = {Türkbilmat Eğitim Hizmetleri}, year = {2020}, volume = {11}, pages = {402 - 437}, doi = {10.16949/turkbilmat.688780}, title = {Ethnomathematics Activities: Reflections from the Design and Implementation Process}, key = {cite}, author = {Ergene, Özkan and Çaylan Ergene, Büşra and Yazıcı, Esin} }
APA Ergene, Ö , Çaylan Ergene, B , Yazıcı, E . (2020). Ethnomathematics Activities: Reflections from the Design and Implementation Process . Turkish Journal of Computer and Mathematics Education (TURCOMAT) , 11 (2) , 402-437 . DOI: 10.16949/turkbilmat.688780
MLA Ergene, Ö , Çaylan Ergene, B , Yazıcı, E . "Ethnomathematics Activities: Reflections from the Design and Implementation Process" . Turkish Journal of Computer and Mathematics Education (TURCOMAT) 11 (2020 ): 402-437 <https://dergipark.org.tr/en/pub/turkbilmat/issue/56636/688780>
Chicago Ergene, Ö , Çaylan Ergene, B , Yazıcı, E . "Ethnomathematics Activities: Reflections from the Design and Implementation Process". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 11 (2020 ): 402-437
RIS TY - JOUR T1 - Ethnomathematics Activities: Reflections from the Design and Implementation Process AU - Özkan Ergene , Büşra Çaylan Ergene , Esin Yazıcı Y1 - 2020 PY - 2020 N1 - doi: 10.16949/turkbilmat.688780 DO - 10.16949/turkbilmat.688780 T2 - Turkish Journal of Computer and Mathematics Education (TURCOMAT) JF - Journal JO - JOR SP - 402 EP - 437 VL - 11 IS - 2 SN - -1309-4653 M3 - doi: 10.16949/turkbilmat.688780 UR - https://doi.org/10.16949/turkbilmat.688780 Y2 - 2020 ER -
EndNote %0 Türk Bilgisayar ve Matematik Eğitimi Dergisi Ethnomathematics Activities: Reflections from the Design and Implementation Process %A Özkan Ergene , Büşra Çaylan Ergene , Esin Yazıcı %T Ethnomathematics Activities: Reflections from the Design and Implementation Process %D 2020 %J Turkish Journal of Computer and Mathematics Education (TURCOMAT) %P -1309-4653 %V 11 %N 2 %R doi: 10.16949/turkbilmat.688780 %U 10.16949/turkbilmat.688780
ISNAD Ergene, Özkan , Çaylan Ergene, Büşra , Yazıcı, Esin . "Ethnomathematics Activities: Reflections from the Design and Implementation Process". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 11 / 2 (August 2020): 402-437 . https://doi.org/10.16949/turkbilmat.688780
AMA Ergene Ö , Çaylan Ergene B , Yazıcı E . Ethnomathematics Activities: Reflections from the Design and Implementation Process. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2020; 11(2): 402-437.
Vancouver Ergene Ö , Çaylan Ergene B , Yazıcı E . Ethnomathematics Activities: Reflections from the Design and Implementation Process. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2020; 11(2): 402-437.