Integrating technology, ethnomathematics, and realistic mathematics education in learning statistics: A learning trajectory
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Resumo
Statistics is a critical subject for developing students' academic and career competencies, yet it remains challenging for many students due to its abstract nature. To address this issue, a study was conducted to design a learning trajectory for teaching statistical concepts by integrating technology, ethnomathematics, and realistic mathematics education (TE-RME) within the culturally relevant context of pranata mangsa, a traditional Javanese calendar system. Employing a design research methodology, the study involved 32 eighth-grade students from a junior high school in Semarang, Indonesia. It was conducted in three phases: preparation for the experiment, designing learning activities, and retrospective analysis. The resulting learning trajectory consisted of three structured activities: observing pranata mangsa videos to collect and present data, deriving formulas for measures of central tendency, and exploring methods for calculating data dispersion. Findings indicated that the integration of pranata mangsa in the TE-RME framework significantly enhanced students' understanding of statistical concepts by connecting abstract ideas to culturally meaningful contexts. This approach facilitated quicker and more meaningful learning, demonstrating the effectiveness of incorporating local wisdom into mathematics education. The study also highlights the potential for future research to explore other culturally relevant contexts to teach mathematical concepts, further advancing the field of culturally responsive education.
Dados da obra
- Tipo
- Artigo
- Periódico
- Infinity Journal, v. 14, n. 3, p. 633-654
- Editora
- IKIP Siliwangi Bandung
- Ano
- 2025 (2025-06-09)
- Idioma
- en
- Palavras-chave
- animation video; design research; statistics; techno-ethno-realistic mathematics education (te-rme); statistics education; ethnomathematics; Realistic Mathematics Education; learning trajectories; local wisdom; measures of central tendency; data dispersion; eighth grade students; educational technology
- Temas
- Educação Estatística, Etnomatemática
- DOI
- 10.22460/infinity.v14i3.p633-654
- ISSN
- 2460-9285, 2089-6867
- Licença
- https://creativecommons.org/licenses/by-sa/4.0
- Acesso
- Download disponível
- Fontes
- Crossref; DOAJ — Directory of Open Access Journals; OpenAlex
- Na Biblioteca desde
- 27/09/2026 · verificada em 27/09/2026
Como citar
ABNT
NURSYAHIDAH, Farida et al.. Integrating technology, ethnomathematics, and realistic mathematics education in learning statistics: A learning trajectory. Infinity Journal, v. 14, n. 3, p. 633-654, 2025. DOI: https://doi.org/10.22460/infinity.v14i3.p633-654.
APA
Nursyahidah, F., Wardono, W., Mariani, S., & Wijayanti, K. (2025). Integrating technology, ethnomathematics, and realistic mathematics education in learning statistics: A learning trajectory. Infinity Journal, 14(3), 633-654. https://doi.org/10.22460/infinity.v14i3.p633-654
BibTeX
@article{nursyahidah2025,
author = {Nursyahidah, Farida and Wardono, Wardono and Mariani, Scolastika and Wijayanti, Kristina},
title = {Integrating technology, ethnomathematics, and realistic mathematics education in learning statistics: A learning trajectory},
year = {2025},
journal = {Infinity Journal},
volume = {14},
number = {3},
pages = {633-654},
publisher = {IKIP Siliwangi Bandung},
doi = {10.22460/infinity.v14i3.p633-654},
language = {en}
}RIS
TY - JOUR AU - Nursyahidah, Farida AU - Wardono, Wardono AU - Mariani, Scolastika AU - Wijayanti, Kristina TI - Integrating technology, ethnomathematics, and realistic mathematics education in learning statistics: A learning trajectory PY - 2025 JO - Infinity Journal VL - 14 IS - 3 SP - 633 EP - 654 DO - 10.22460/infinity.v14i3.p633-654 LA - en ER -
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