Pre-service elementary teachers’: analysis of the disposition of mathematical modeling in ethnomathematics learning

Supriadi Supriadi

Abstract


Cultural disappearance in the social order is one of the concerns in Indonesia nowadays, one of which is Sundanese culture. In addition, the crash of globalization also requires people to be inspired by learning many aspects away from their own culture. This paper aims at increasing the position of ethnomathematics learning in attractive the disposition modeling of mathematics while maintaining the traditional culture. This quantitative study applied the Rasch Wins Step Model to survey 90 elementary school teacher education students as the respondents in which they were grouped based on educational background, namely science or non-science, and cultural background, and by Sundanese and non-Sundanese cultures, based on educational background, 59 respondents were the students of natural science class, and 31 respondents were not the students of natural science class and consisting of 42 Sundanese people and 48 non-Sundanese people. The data were gathered by means of questionnaires regarding mathematics modeling disposition. The consequences exposed that most students decided to increase mathematics modeling disposition with ethnomathematics learning because student curiosity increases the understanding of Sundanese culture in learning mathematics. The more ordinary science and Sundanese origin support ethnomathematics learning compared to non-science and non-Sundanese mathematics modeling disposition. Mathematical modeling activities will be more meaningful for students if they use culture.

Keywords


ethnomathematics, disposition modeling, Sundanese culture

Full Text:

PDF

References


National Association for the Education of Young Children [NAEYC](1509). NAEYC standarts for early childhood professional preparation programs. 28 July 2015 retrived from https://www.naeyc.org/files/naeyc/file/positions/ProfPrepStandards09.pdf

Ariffin, S. R., Omar, B., Isa, A., & Sharif, S. (2010). Validity and reliability multiple intelligent item using rasch measurement model. Procedia-Social and Behavioral Sciences, 9, 729-733.)

Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181-185.

Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863.

Blum, W. (1993). Mathematical modelling in mathematics education and instruction.

Briggs, D. C. (2019). Interpreting and visualizing the unit of measurement in the Rasch Model. Measurement, 146, 961-971.

(Burr, S. M. D. L., & LeFevre, J. A. (2020). Confidence is key: Unlocking the relations between ADHD symptoms and math performance. Learning and Individual Differences, 77, 101808.

Cimen, O. A. (2014). Discussing ethnomathematics: Is mathematics culturally dependent?.Procedia-Social and Behavioral Sciences, 152, 523-528

d'Ambrosio, U. (2001). What is ethnomathematics, and how can it help children in schools?. Teaching children mathematics, 7(6), 308-308.). Ethnomatematics are composed by mathematics, culture and mathematical modeling.

Dym, C. (2004). Principles of mathematical modeling. Elsevier.

Ellis, A. K., & Fouts, J. T. (2001). Interdisciplinary curriculum: The research base. Music Educators Journal, 87(5), 22-26.

Furner, J., & Berman, B. (2005). Confidence in their ability to do mathematics: The need to eradicate math anxiety so our future students can successfully compete in a high-tech

García, F. J., Maass, K., & Wake, G. (2010). Theory meets practice: Working pragmatically within different cultures and traditions. In Modeling Students' Mathematical Modeling Competencies (pp. 445-457). Springer, Boston, MA.

Geist, E. (2010). The Anti-Anxiety Curriculum: Combating Math Anxiety in the Classroom. Journal of Instructional Psychology, 37(1)

Harding-DeKam, J. L. (2007). Foundations in ethnomathematics for prospective elementary teachers. Journal of Mathematics and Culture, 1(2)

Hargreaves, A., & Moore, S. (2000). Curriculum integration and classroom relevance: A study of teachers' practice. Journal of Curriculum and Supervision, 15(2), 89–112.

Ho, H., Senturk, D., Lam, A. G., Zimmer, J. M., Hong, S., Okamoto, Y., Chiu, S., Nakazawa, Y., & Wang, C. (2000). The affective and cognitive dimensions of math anxiety: A cross- national study. Journal for Research in Mathematics Education, 31, 362–379.

Ho, P. (2019). A new approach to measuring Overall Liking with the Many-Facet Rasch Model. Food quality and preference, 74, 100-111..

Jansen, B. R., Louwerse, J., Straatemeier, M., Van der Ven, S. H., Klinkenberg, S., & Van der Maas, H. L. (2013). The influence of experiencing success in math on math anxiety, perceived math competence, and math performance. Learning and Individual Differences, 24, 190-197

Kilpatrick, J. (Ed.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Research Council.

Lesh, R. A., & Doerr, H. M. (2003). Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching. Routledge.

Orey, D. C., & Rosa, M. (2006). Ethnomathematics: Cultural assertions and challenges towards pedagogical action. The journal of Mathematics and Culture, 1(1), 57-78.

Parker, M., & Welch, E. W. (2013). Professional networks, science ability, and gender determinants of three types of leadership in academic science and engineering. The Leadership Quarterly, 24(2), 332-348.

Ray, M., Onifade, E., & Davis, C. (2019). Using ‘happy’or ‘sad’face in a decision-making grid to motivate students to improve academic success. International Review of Economics Education, 30, 100131.

Rameau, P., & Louime, C. (2007). Mathematics phobia: Are the mathematical sciences a pothole in the road of life? Current Science-Bangalore, 93(11), 1481.

Royster, D. C., Kim Harris, M., & Schoeps, N. (1999). Dispositions of college mathematics students. International Journal of Mathematical Education in Science and Technology, 30(3), 317-333.

Sharp, J. M. (1999). A Teacher‐Researcher Perspective on Designing Multicultural Mathematics Experiences for Preservice Teachers. Equity & Excellence, 32(1), 31-42.

Sumintono, B., & Widhiarso, W. (2014). Aplikasi model Rasch untuk penelitian ilmu-ilmu sosial (edisi revisi). Trim Komunikata Publishing House

Supriadi, S. (2014). Mengembangkan Kemampuan dan Disposisi Pemodelan serta Berpikir Kreatif Matematik Mahasiswa PGSD melalui Pembelajaran Kontekstual Berbasis Etnomatematika (Doctoral dissertation, Universitas Pendidikan Indonesia).

Supriadi, S. (2019). Didactic Design of Sundanese Ethnomathematics Learning for Primary School Students. International Journal of Learning, Teaching and Educational Research, 18(11)

Supriadi. S et. All (2019). Creative Intelligence Analysis in Ethnomathematics Learning. International Journal of Innovation, Creativity and Change. Vol 5 Iss 1.

Suryaman and Sarirasa (2018). Integrating ethnomathematics into open-ended problem based teaching materials.IconMNS 1-10.

Sylwester, R. (1995). A celebration of neurons: An educator’s guide to the human brain.

Alexandria, Vancou32ver, Canada: ASCD.

Thomas, K., & Hart, J. (2010). Pre-service teachers’ perceptions of model eliciting activities. In Modeling students' mathematical modeling competencies (pp. 531-538). Springer, Boston.

Tobias, S. (1998). Anxiety and mathematics. Harvard Education Review, 50, 63–70

Tsui, J. M., & Mazzocco, M. M. (2006). Effects of math anxiety and perfectionism on timed versus untimed math testing in mathematically gifted sixth graders. Roeper review, 29(2), 132-139


Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

 ISSN: 1305-3515