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ETHNOMATHEMATICS INTEGRATION IN MATHEMATICS EDUCATION: A CASE STUDY OF FORT ROTTERDAM IN MAKASSAR

Artigo2024

Nur Wahidin Ashari ORCID; Fauziyyah Alimuddin

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Resumo

This research investigates the integration of ethnomathematics into mathematics education through a case study of Fort Rotterdam in Makassar. The urgency of this study lies in the recognition of the significance of ethnomathematics in enriching students' learning experiences and fostering cultural understanding in mathematics education. The study use a qualitative case study method, focusing on Fort Rotterdam as a historical and architectural landmark. Data collection involves observational techniques to examine the mathematical principles inherent in the fort's design and construction. Through systematic observation and analysis, the research aims to uncover how mathematical concepts are manifested in the architecture and layout of Fort Rotterdam, thereby illustrating the integration of mathematics into cultural artifacts. The findings reveal the intricate relationship between mathematics, culture, and history exemplified by Fort Rotterdam. Geometry, trigonometry, and other mathematical principles are intricately woven into the fort's structure, reflecting the practical applications of mathematics in historical contexts. This study underscores the importance of ethnomathematics in mathematics education, emphasizing its role in broadening students' perspectives and fostering a deeper understanding of the subject. In conclusion, the integration of ethnomathematics into mathematics education, as exemplified by the case study of Fort Rotterdam, offers valuable insights into the practical applications of mathematics within cultural contexts. By recognizing and appreciating the mathematical practices embedded in cultural artifacts, educators can enhance the relevance and significance of mathematics education, promoting cultural appreciation and understanding among students.

Dados da obra

Tipo
Artigo
Periódico
Pedagogy: Jurnal Pendidikan Matematika, v. 9, n. 1, p. 109-118
Editora
Universitas Cokroaminoto Palopo
Ano
2024 (2024-05-26)
Idioma
en
Palavras-chave
ethnomathematics; Makassar; mathematics education; cultural heritage; mathematics in architecture; geometry; trigonometry; history of mathematics
Temas
Etnomatemática, Geometria, História da Matemática
DOI
10.30605/pedagogy.v9i1.3801
ISSN
2502-3799, 2502-3802
Licença
https://creativecommons.org/licenses/by/4.0
Acesso
Acesso aberto
Fontes
Crossref; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ASHARI, Nur Wahidin; ALIMUDDIN, Fauziyyah. ETHNOMATHEMATICS INTEGRATION IN MATHEMATICS EDUCATION: A CASE STUDY OF FORT ROTTERDAM IN MAKASSAR. Pedagogy: Jurnal Pendidikan Matematika, v. 9, n. 1, p. 109-118, 2024. DOI: https://doi.org/10.30605/pedagogy.v9i1.3801.

APA

Ashari, N. W., & Alimuddin, F. (2024). ETHNOMATHEMATICS INTEGRATION IN MATHEMATICS EDUCATION: A CASE STUDY OF FORT ROTTERDAM IN MAKASSAR. Pedagogy: Jurnal Pendidikan Matematika, 9(1), 109-118. https://doi.org/10.30605/pedagogy.v9i1.3801

BibTeX
@article{ashari2024,
  author = {Ashari, Nur Wahidin and Alimuddin, Fauziyyah},
  title = {ETHNOMATHEMATICS INTEGRATION IN MATHEMATICS EDUCATION: A CASE STUDY OF FORT ROTTERDAM IN MAKASSAR},
  year = {2024},
  journal = {Pedagogy: Jurnal Pendidikan Matematika},
  volume = {9},
  number = {1},
  pages = {109-118},
  publisher = {Universitas Cokroaminoto Palopo},
  doi = {10.30605/pedagogy.v9i1.3801},
  language = {en}
}
RIS
TY  - JOUR
AU  - Ashari, Nur Wahidin
AU  - Alimuddin, Fauziyyah
TI  - ETHNOMATHEMATICS INTEGRATION IN MATHEMATICS EDUCATION: A CASE STUDY OF FORT ROTTERDAM IN MAKASSAR
PY  - 2024
JO  - Pedagogy: Jurnal Pendidikan Matematika
VL  - 9
IS  - 1
SP  - 109
EP  - 118
DO  - 10.30605/pedagogy.v9i1.3801
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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