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Fostering Ethnomathematics in Projective Geometry: A Hypnoteaching Framework for Effective Distance Learning

Artigo2023

Ja’faruddin Ja’faruddin ORCID; Wen-Haw Chen ORCID

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Resumo

This study evaluated the impact of integrating students' cultural backgrounds into online learning to improve understanding and participation. It employed "Simple House Theory" and projective geometry in designing traditional houses to make complex mathematical concepts relatable. The Ethnomathematics project and the Hypnoteaching model were two instructional strategies that successfully enhanced active student participation in distance learning.Data was collected from a joint course between Universitas Negeri Makassar (UNM Makassar), Indonesia, and Tunghai University, Taiwan. The study involved 36 students: 20 from UNM Makassar’s international mathematics education program (Group I) and 16 from Tunghai University’s applied mathematics department (Group II). Various tools like surveys, tests, and projects were employed for data collection. The survey had 23 Likert-scale questions, allowing a thorough evaluation of student feedback. Quantitative analysis of this data revealed that incorporating the Ethnomathematics projects and Hypnoteaching model into the curriculum significantly increased student engagement in remote learning. This was further evidenced by improved student performance in project work. The research underscores the benefits of culturally relevant teaching methods in enhancing engagement and understanding in online mathematics education. It highlights the effectiveness of embedding local cultural elements into online learning environments, creating more engaging and relatable experiences. The study suggests the potential of these approaches in other educational contexts and disciplines for future research.

Dados da obra

Tipo
Artigo
Periódico
Southeast Asian Mathematics Education Journal, v. 13, n. 2, p. 85-108
Editora
SEAMEO Regional Centre for QITEP in Mathematics
Ano
2023 (2023-12-05)
Idioma
en
Palavras-chave
hypnoteaching; distance learning; projective geometry; simple house theory; projective coordinates; ethnomathematics; distance education; online mathematics education; student engagement; culturally relevant teaching; traditional dwellings; student performance
Temas
Currículo, Etnomatemática, Geometria, Tecnologias Digitais
DOI
10.46517/seamej.v13i2.240
ISSN
2721-8546, 2089-4716
Licença
cc-by
Acesso
Download disponível
Fontes
Crossref; DOAJ — Directory of Open Access Journals; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
JA’FARUDDIN, Ja’faruddin; CHEN, Wen-Haw. Fostering Ethnomathematics in Projective Geometry: A Hypnoteaching Framework for Effective Distance Learning. Southeast Asian Mathematics Education Journal, v. 13, n. 2, p. 85-108, 2023. DOI: https://doi.org/10.46517/seamej.v13i2.240.

APA

Ja’faruddin, J., & Chen, W. H. (2023). Fostering Ethnomathematics in Projective Geometry: A Hypnoteaching Framework for Effective Distance Learning. Southeast Asian Mathematics Education Journal, 13(2), 85-108. https://doi.org/10.46517/seamej.v13i2.240

BibTeX
@article{jafaruddin2023,
  author = {Ja’faruddin, Ja’faruddin and Chen, Wen-Haw},
  title = {Fostering Ethnomathematics in Projective Geometry: A Hypnoteaching Framework for Effective Distance Learning},
  year = {2023},
  journal = {Southeast Asian Mathematics Education Journal},
  volume = {13},
  number = {2},
  pages = {85-108},
  publisher = {SEAMEO Regional Centre for QITEP in Mathematics},
  doi = {10.46517/seamej.v13i2.240},
  language = {en}
}
RIS
TY  - JOUR
AU  - Ja’faruddin, Ja’faruddin
AU  - Chen, Wen-Haw
TI  - Fostering Ethnomathematics in Projective Geometry: A Hypnoteaching Framework for Effective Distance Learning
PY  - 2023
JO  - Southeast Asian Mathematics Education Journal
VL  - 13
IS  - 2
SP  - 85
EP  - 108
DO  - 10.46517/seamej.v13i2.240
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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