Mathematics from a Cultural Perspective: Systematic Review Article

Öz

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.

Anahtar Kelimeler

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

Kültürel Bir Bakış Açısıyla Matematik: Sistematik Derleme Makalesi

Öz

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.

Anahtar Kelimeler

• Etnomatematik
• Kültür
• Matematik
• Kültür ve Matematik İlişkisi

Kaynakça

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