Research Article
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Ethnomathematics Activities: Reflections from the Design and Implementation Process

Year 2020, Volume: 11 Issue: 2, 402 - 437, 31.08.2020
https://doi.org/10.16949/turkbilmat.688780

Abstract

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.

References

  • Aktuna, H. E. (2013). Sixth grade students' perceptions of and engagement in ethnomathematical tasks in the area measurement concept. (Unpublished master thesis). Middle East Technical University. Turkey.
  • Arismendi-Pardi, E. J. (2001). Comparison of the final grades in Intermediate Algebra taught with and without an ethnomathematical pedagogy. The global perspective: Teaching, learning and student equity. Center for the Study of Diversity in Teaching and Learning in Higher Education. Miami, Florida.
  • Ascher, M. (1994). Ethnomathematics: A multicultural view of mathematical ideas. CRC Press.
  • Ayas, A. (2009). The Importance of Teaching Profession and Current Problems in Teacher Training. Inonu University Journal of The Faculty of Education. Special Issue/ Volume. 10, Issue. 3, pp. 1-11.
  • Baki, A. (2014). Matematik Tarihi ve Felsefesi. Ankara: Pegem Akademi.
  • Barta, J. (2001). Mathematics and Culture, Teaching Children Mathematics, 7(6), 305.
  • Barton, B. (1996). Making Sense of Ethnomathematics: Ethnomathematics is Making Sense. Educational Studies in Mathematics 31(1-2), 201-33.
  • Bishop, A. J. (1991). Mathematical enculturation: perspective on Mathematics education. Netherlands: Kluwer Academic Publishers.
  • Bishop, A. (1994). Cultural conflicts in mathematics education: Developing a research agenda. For the Learning of Mathematics, 14(2), 15-18.
  • D'Ambrosio, U. (1987). Reflections on Ethnomathematics. International Study Group on Ethnomathematics Newsletter 3(1).
  • D’Ambrosio, U. (2001). What is ethnomathematics, and how can it help children in schools? Teaching Children Mathematics, 7, 308–310.
  • D’Entremont, Y. (2015). Linking mathematics, culture and community. Procedia-Social and Behavioral Sciences, 174, 2818-2824.
  • Ercan, B. (2005). Etnomatematik, Yeni bir disiplinin ortaya çıkışına bir örnek. Matematik Dünyası, 3, 106-107.
  • Francois, K. & Van Kerkhove, B. (2010). Ethnomathematics and the philosophy of mathematics (education), In B. Lowe, B and Y. Muller,. (eds.), PhiMSAMP. Philosophy of Mathematics: Sociological aspects and mathematical practice, pp. 121-154. London: College Publications.
  • Gerdes, P. (1994). Reflections on ethnomathematics, For the Learning of Mathematics. 14(2), 19–22.
  • Gerdes, P. (2001). Ethnomathematics as a new research field, illustraties by studies of mathematical ideas in African history. In J. J. Saldana, (Eds), Science and Cultural Diversity. Filling a Gap in the History of Science, pp. 11–36. Cuadernos de Quipu, México.
  • Güreş, H. (2019). Farklı kültürel değerlere sahip ortaokul 7. sınıf öğrencilerin matematiksel düşüncelerinin incelenmesi: Bir Etnomatematik uygulaması. (Yayımlanmamış Yüksek Lisans Tezi). Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü. Eskişehir.
  • Kang, H. (1992). Stakeholders’ treceptiveness to an ethnomathematics curriculum foundation: The case of Cameroon. (Unpublished doctoral dissertations). The University of British Columbia. Canada.
  • Kara, M. (2009). Effects of instructional design integrated with ethnomathematics: attitudes and achievement. Yayımlanmamış (Unpublished master thesis). Boğaziçi University. Turkey.
  • Kelly, A. J. (2005). The design and evaluation of strategies to implement ethnomathematics into secondary mathematics classes in the United States based on an examination of ethnomathematics in practice: A mixed design study. (Unpublished doctoral dissertations). University of Denver, United States.
  • Kuryel, B. (online web alıntı). Bir kültür olarak matematik. http://www.imo.org.tr/resimler/dosya_ekler/821c5c8b607fc6e_ek.pdf?tipi=2&turu=X&sube=16.
  • Krummel, A. (2013). Multicultural Teaching Models to Educate Pre-Service Teachers: reflections, Service-Learning, and Mentoring. Current Issues in Education, 16(1).
  • Leitze, R. A. (1997). Connecting process problem solving to children’s literature. Teaching Children Mathematics, 3(7), 398-405.
  • Lewis, K.C. (2016). Ethnomathematics meets history of mathematics: A case study (Unpublished master thesis). Texas A&M University, USA.
  • Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications.
  • Milli Eğitim Bakanlığı. (2018). Matematik dersi öğretim programı (İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: MEB Yayınları.
  • Mukhopadhyay,S. & Greer, B., 2011, Can Ethnomathematics Enrich Mathematics Education?, For The Learning of Mathematics, 5 (1), 2011, pp. 62-66.
  • Patton, M. Q. (1990). How to use qualitative methods in evaluation. London: Sagem Publications, 80-87.
  • Presmeg, N. (1998): Ethnomathematics in teacher education. Journal of Mathematics Teacher Education. Vol. 1, No. 3, p. 317-39.
  • Rosa, M., & Orey, D. C. (2010). Ethnomodeling: A pedagogical action for uncovering ethnomathematical practices. Journal of Mathematical Modelling and Application, 1(3), 58–67.
  • Sam, L. C. & Ernest P. (1997). Values in mathematics education: what is planned and what is espoused? In British Society for Research into Learning Mathematics (BSRLM), Proceedings of the Day Conference held at University of Nottingham. (pp.37-44). Shirley, L. (2001). Ethnomathematics as a fundamental of instructional methodology. ZDM. 33, 85–87. https://doi.org/10.1007/BF02655699
  • Snipes, V. & Moses, P. (2001). Linking mathematics and culture to teach geometry concepts. LTM Journal Louisiana Association of Teacher of Mathematics. Retrieved www.lamath.org/journal/Vol1/LinkCult
  • Şahin, N. ve Eraslan, A. (2019). Ortaokul Matematik Öğretmeni Adaylarının Matematik Uygulamaları Dersinde Modelleme Etkinliklerinin Kullanılmasına Yönelik Görüşler. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 10 (2), 373-393. DOI: 10.16949/turkbilmat.4346414
  • Widada, W., Herawaty, D. & Lubis, A. N. M. T. (2018). “Realistic mathematics learning based on the ethnomathematics in Bengkulu to improve students’ cognitive level,” J. Phys. Conf. Ser., vol. 1088.
  • Yıldırım, A. ve Şimsek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri, (9.Genişletilmiş Baskı). Seçkin Yayıncılık, Ankara.
  • Yin, R. (1994). Case study research: Design and methods. Second Thousand Oaks, CA: Sage.
  • Yüksek Öğretim Kurumu, (2018). İlköğretim Matematik Öğretmenliği Lisans Programı. Ankara.
  • Zaslavsky, C. (1998). Ethnomathematics and multicultural mathematics education. Teaching Children Mathematics, 4(9) 502-503.
  • Zaslavsky, C. (2002). Exploring world cultures in math class. Educational Leadership, 60(2), 66-69.

Etnomatematik Etkinlikler: Tasarlama ve Uygulama Sürecinden Yansımalar

Year 2020, Volume: 11 Issue: 2, 402 - 437, 31.08.2020
https://doi.org/10.16949/turkbilmat.688780

Abstract

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

References

  • Aktuna, H. E. (2013). Sixth grade students' perceptions of and engagement in ethnomathematical tasks in the area measurement concept. (Unpublished master thesis). Middle East Technical University. Turkey.
  • Arismendi-Pardi, E. J. (2001). Comparison of the final grades in Intermediate Algebra taught with and without an ethnomathematical pedagogy. The global perspective: Teaching, learning and student equity. Center for the Study of Diversity in Teaching and Learning in Higher Education. Miami, Florida.
  • Ascher, M. (1994). Ethnomathematics: A multicultural view of mathematical ideas. CRC Press.
  • Ayas, A. (2009). The Importance of Teaching Profession and Current Problems in Teacher Training. Inonu University Journal of The Faculty of Education. Special Issue/ Volume. 10, Issue. 3, pp. 1-11.
  • Baki, A. (2014). Matematik Tarihi ve Felsefesi. Ankara: Pegem Akademi.
  • Barta, J. (2001). Mathematics and Culture, Teaching Children Mathematics, 7(6), 305.
  • Barton, B. (1996). Making Sense of Ethnomathematics: Ethnomathematics is Making Sense. Educational Studies in Mathematics 31(1-2), 201-33.
  • Bishop, A. J. (1991). Mathematical enculturation: perspective on Mathematics education. Netherlands: Kluwer Academic Publishers.
  • Bishop, A. (1994). Cultural conflicts in mathematics education: Developing a research agenda. For the Learning of Mathematics, 14(2), 15-18.
  • D'Ambrosio, U. (1987). Reflections on Ethnomathematics. International Study Group on Ethnomathematics Newsletter 3(1).
  • D’Ambrosio, U. (2001). What is ethnomathematics, and how can it help children in schools? Teaching Children Mathematics, 7, 308–310.
  • D’Entremont, Y. (2015). Linking mathematics, culture and community. Procedia-Social and Behavioral Sciences, 174, 2818-2824.
  • Ercan, B. (2005). Etnomatematik, Yeni bir disiplinin ortaya çıkışına bir örnek. Matematik Dünyası, 3, 106-107.
  • Francois, K. & Van Kerkhove, B. (2010). Ethnomathematics and the philosophy of mathematics (education), In B. Lowe, B and Y. Muller,. (eds.), PhiMSAMP. Philosophy of Mathematics: Sociological aspects and mathematical practice, pp. 121-154. London: College Publications.
  • Gerdes, P. (1994). Reflections on ethnomathematics, For the Learning of Mathematics. 14(2), 19–22.
  • Gerdes, P. (2001). Ethnomathematics as a new research field, illustraties by studies of mathematical ideas in African history. In J. J. Saldana, (Eds), Science and Cultural Diversity. Filling a Gap in the History of Science, pp. 11–36. Cuadernos de Quipu, México.
  • Güreş, H. (2019). Farklı kültürel değerlere sahip ortaokul 7. sınıf öğrencilerin matematiksel düşüncelerinin incelenmesi: Bir Etnomatematik uygulaması. (Yayımlanmamış Yüksek Lisans Tezi). Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü. Eskişehir.
  • Kang, H. (1992). Stakeholders’ treceptiveness to an ethnomathematics curriculum foundation: The case of Cameroon. (Unpublished doctoral dissertations). The University of British Columbia. Canada.
  • Kara, M. (2009). Effects of instructional design integrated with ethnomathematics: attitudes and achievement. Yayımlanmamış (Unpublished master thesis). Boğaziçi University. Turkey.
  • Kelly, A. J. (2005). The design and evaluation of strategies to implement ethnomathematics into secondary mathematics classes in the United States based on an examination of ethnomathematics in practice: A mixed design study. (Unpublished doctoral dissertations). University of Denver, United States.
  • Kuryel, B. (online web alıntı). Bir kültür olarak matematik. http://www.imo.org.tr/resimler/dosya_ekler/821c5c8b607fc6e_ek.pdf?tipi=2&turu=X&sube=16.
  • Krummel, A. (2013). Multicultural Teaching Models to Educate Pre-Service Teachers: reflections, Service-Learning, and Mentoring. Current Issues in Education, 16(1).
  • Leitze, R. A. (1997). Connecting process problem solving to children’s literature. Teaching Children Mathematics, 3(7), 398-405.
  • Lewis, K.C. (2016). Ethnomathematics meets history of mathematics: A case study (Unpublished master thesis). Texas A&M University, USA.
  • Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications.
  • Milli Eğitim Bakanlığı. (2018). Matematik dersi öğretim programı (İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: MEB Yayınları.
  • Mukhopadhyay,S. & Greer, B., 2011, Can Ethnomathematics Enrich Mathematics Education?, For The Learning of Mathematics, 5 (1), 2011, pp. 62-66.
  • Patton, M. Q. (1990). How to use qualitative methods in evaluation. London: Sagem Publications, 80-87.
  • Presmeg, N. (1998): Ethnomathematics in teacher education. Journal of Mathematics Teacher Education. Vol. 1, No. 3, p. 317-39.
  • Rosa, M., & Orey, D. C. (2010). Ethnomodeling: A pedagogical action for uncovering ethnomathematical practices. Journal of Mathematical Modelling and Application, 1(3), 58–67.
  • Sam, L. C. & Ernest P. (1997). Values in mathematics education: what is planned and what is espoused? In British Society for Research into Learning Mathematics (BSRLM), Proceedings of the Day Conference held at University of Nottingham. (pp.37-44). Shirley, L. (2001). Ethnomathematics as a fundamental of instructional methodology. ZDM. 33, 85–87. https://doi.org/10.1007/BF02655699
  • Snipes, V. & Moses, P. (2001). Linking mathematics and culture to teach geometry concepts. LTM Journal Louisiana Association of Teacher of Mathematics. Retrieved www.lamath.org/journal/Vol1/LinkCult
  • Şahin, N. ve Eraslan, A. (2019). Ortaokul Matematik Öğretmeni Adaylarının Matematik Uygulamaları Dersinde Modelleme Etkinliklerinin Kullanılmasına Yönelik Görüşler. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 10 (2), 373-393. DOI: 10.16949/turkbilmat.4346414
  • Widada, W., Herawaty, D. & Lubis, A. N. M. T. (2018). “Realistic mathematics learning based on the ethnomathematics in Bengkulu to improve students’ cognitive level,” J. Phys. Conf. Ser., vol. 1088.
  • Yıldırım, A. ve Şimsek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri, (9.Genişletilmiş Baskı). Seçkin Yayıncılık, Ankara.
  • Yin, R. (1994). Case study research: Design and methods. Second Thousand Oaks, CA: Sage.
  • Yüksek Öğretim Kurumu, (2018). İlköğretim Matematik Öğretmenliği Lisans Programı. Ankara.
  • Zaslavsky, C. (1998). Ethnomathematics and multicultural mathematics education. Teaching Children Mathematics, 4(9) 502-503.
  • Zaslavsky, C. (2002). Exploring world cultures in math class. Educational Leadership, 60(2), 66-69.
There are 39 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Özkan Ergene

Büşra Çaylan Ergene 0000-0002-5567-6791

Esin Yazıcı This is me 0000-0003-2004-2286

Publication Date August 31, 2020
Published in Issue Year 2020 Volume: 11 Issue: 2

Cite

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. 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). August 2020;11(2):402-437. doi:10.16949/turkbilmat.688780
Chicago Ergene, Özkan, Büşra Çaylan Ergene, and Esin Yazıcı. “Ethnomathematics Activities: Reflections from the Design and Implementation Process”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 11, no. 2 (August 2020): 402-37. https://doi.org/10.16949/turkbilmat.688780.
EndNote Ergene Ö, Çaylan Ergene B, Yazıcı E (August 1, 2020) Ethnomathematics Activities: Reflections from the Design and Implementation Process. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 11 2 402–437.
IEEE Ö. Ergene, B. Çaylan Ergene, and E. Yazıcı, “Ethnomathematics Activities: Reflections from the Design and Implementation Process”, Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 11, no. 2, pp. 402–437, 2020, doi: 10.16949/turkbilmat.688780.
ISNAD Ergene, Özkan et al. “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.
JAMA 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;11:402–437.
MLA Ergene, Özkan et al. “Ethnomathematics Activities: Reflections from the Design and Implementation Process”. Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 11, no. 2, 2020, pp. 402-37, doi:10.16949/turkbilmat.688780.
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):402-37.