Development of Mathematical Thinking through Integration of Ethnomathematic Folklore Game in Math Instruction
By Abu Qouder Fouze, Miriam Amit. 2017
133 citations recorded by the source corpus.
In light of all the difficulties and challenges facing us today in improving math education, questions arise regarding how to develop students’ mathematical thinking and conception, how to increase student motivation to learn math, how to improve achievement in math, and how to maintain an interesting, enjoyable, and successful learning process in math. In this paper we will present one solution to these questions according to the ethnomathematical approach, which combines culture and math instruction: the integration of ethnomathematical folklore games in the instruction of math. On this background, the proposed paper will discuss the following issues: (1) the definition and essence of ethnomathematics; (2) the historical development of the ethnomathematical approach; (3) the political aspect of ethnomathematics; (4) Lev Vigotsky’s constructivist theory and its relation to ethnomathematics; (5) the importance of developing a curriculum that integrates cultural values; (6) the contributions of an ethnomathematical curriculum; (7) various approaches regarding the ethnomathematical curricula; (8) proposals for the development of ethnomathematical curricula; (9) What is a mathematical game; (10) Discussion; (11) Summary and suggestions.
Subfields: Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/c7345971e4b40a288d31cb5e4ffdcc800cbd0b0e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
Citations in the corpus
- Contextual learning with Ethnomathematics in enhancing the problem solving based on thinking levels (2020, background): “Problems related to daily experiences cause students' motivation to grow (Fouze & Amit, 2018).”