How Ethnomathematics Can Bridge Informal and Formal Mathematics in Mathematics Learning Process at School: A Framework

Autor/in	Putra, Mulia
Titel	How Ethnomathematics Can Bridge Informal and Formal Mathematics in Mathematics Learning Process at School: A Framework
Quelle	In: For the Learning of Mathematics, 38 (2018) 3, S.11-14 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Ethnology; Mathematics; Mathematics Instruction; Informal Education; Foreign Countries; Mathematics Activities; Indonesia + Suchen Sie Ihr Suchwort? Ethnologie; Mathematik; Mathematics lessons; Mathematikunterricht; Informelle Bildung; Nichtformale Bildung; Ausland; Indonesien
Abstract	An important issue in mathematics education in many countries has long been how to make use of students' daily life mathematics (informal mathematics) in teaching mathematics at school (formal mathematics). This communication proposes an alternative framework of mathematics education that bridges informal and formal mathematics using ethnomathematics. Ethnomathematics can be defined as mathematical techniques or styles in explaining, learning, knowing and coping with natural, social, cultural and even imaginary environments (D'Ambrosio, 2006). In this article, the author shows how ethnomathematics can act as a bridge between formal and informal mathematics in an Indonesian context, using a dialogue between three personifications of ethnomathematics, formal mathematics and informal mathematics: (1) Ethios (a personification of Ethnomathematics); (2) Meukhop (a personification of Informal Mathematics); and (3) Geom (a personification of Formal Mathematics). (ERIC).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01