ERIC Number: EJ1443776
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2053-535X
EISSN: N/A
Available Date: N/A
The Significance of Ethnomathematics Learning: A Cross-Cultural Perspectives between Indonesian and Thailand Educators
I Putu Ade Andre Payadnya; I Gusti Ayu Putu Arya Wulandari; Kadek Rahayu Puspadewi; Sompob Saelee
Journal for Multicultural Education, v18 n4 p508-522 2024
Purpose: Ethnomathematics can help understand math concepts but is challenging in countries like Indonesia and Thailand due to its complexity. This study explores how math educators in these countries view integrating ethnomathematics into teaching. The purpose of this study is to see its importance in helping students understand and apply math concepts in different cultural settings. By looking at educators' opinions, the study seeks strategies to effectively use ethnomathematics in education. Design/methodology/approach: The research used a mixed-methods approach with questionnaires and interviews to gather data from 138 Indonesian and 145 Thai educators, including lecturers, teachers and preservice teachers. Quantitative data were analyzed using descriptive statistics to classify responses. Qualitative data analysis involves reducing, presenting, concluding and validating data to ensure accuracy. This approach aimed to provide a complete understanding of educators' views on ethnomathematics. Findings: The quantitative results showed strong support among Indonesian educators (average score 4.77) for integrating cultural elements in math education. Thai educators were slightly less enthusiastic (average score 4.57), but still positive. Interviews revealed unique cross-cultural perspectives and emphasized the need for theoretical and practical applications of ethnomathematics in the classroom. This perspective highlights the importance of social context and interaction in learning and calls for innovative teaching methods that use students' cultural backgrounds. Originality/value: This study offers new insights into how Indonesian and Thai educators view ethnomathematics, considering their cultural contexts. It underscores the importance of adapting teaching approaches to fit each country's cultural characteristics, showing the close link between ethnomathematics and cultural development.
Descriptors: Foreign Countries, Ethnology, Mathematics, Mathematics Education, Mathematical Concepts, Mathematics Teachers, Teacher Attitudes, Culturally Relevant Education, Social Environment, Cultural Background, Mathematics Instruction, Instructional Innovation, Teaching Methods, Cultural Differences, Comparative Education
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indonesia; Thailand
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