Ethnomathematics study in measurement of Bengkalis Malay community as mathematics resources for elementary school

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Ethnography and Education Pub Date : 2023-07-03 DOI:10.1080/17457823.2023.2232500

Rena Anriana, G. Witri, Z. H. Putra, Muhammad Fendrik, Dahnilsyah, Ayman Aljarrah

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Abstract

ABSTRACT This research seeks to explore the ethnomathematical study of measurements of the Bengkalis Malay community as a study of mathematics instructional material for elementary schools. The method used is an ethnographic study which is part of the qualitative research method. The data collection techniques were observation, interview, filed notes, and documentation. The results of this study indicate that there is an ethnomathematical notion on the measurement of the Bengkalis Malay community related to measurement material for elementary school, including in the topics of measuring length, weight, area, volume, and time. Those non-standard measurement units are still used and well-known in the community. In contrast, teachers and students at elementary schools only know some terminologies and do not frequently practice them in schools. Thus, the researchers recommend incorporating ethnomathematics of measurement activities from the Bengkalis Malay community as mathematics resources for learning mathematics in elementary school.

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孟加拉马来人社区作为小学数学资源的民族统计研究

摘要本研究旨在探讨班加利马来人社区测量的民族数学研究，作为小学数学教学材料的研究。所使用的方法是一种民族志研究，是定性研究方法的一部分。数据收集方法为观察法、访谈法、记录法和文献法。本研究结果显示，在小学测量材料中，包含测量长度、重量、面积、体积、时间等主题，对孟加拉马来社群的测量存在民族数学的概念。这些非标准计量单位至今仍在使用，并在社会上广为人知。相比之下，小学的教师和学生只知道一些术语，在学校不经常使用。因此，研究人员建议将来自孟加拉马来社区的测量活动的民族数学作为小学数学学习的数学资源。

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.