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Philosophy-Infused Culture-Based Learning Models In Mathematics Education

Artigo2024

Ratna Natalia Mendrofa ORCID; Izwita Dewi ORCID; Elmanani Simamora ORCID

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Resumo

The aim of this research is to explore and leverage the synergistic relationship between the philosophy of mathematics education and culture-based learning models. It seeks to investigate how philosophical perspectives can inform and enrich the development and implementation of culture-based learning models in mathematics education. Additionally, it aims to examine how integrating philosophical underpinnings can deepen students' comprehension of mathematical concepts within diverse cultural frameworks. Reading the entire paper is essential for anyone interested in advancing the field of mathematics education with a focus on cultural integration. This research explores the intricate relationship between the philosophy of mathematics education and culture-based learning models, offering valuable insights into how philosophical perspectives can enrich teaching practices within diverse cultural contexts. Moreover, it outlines crucial future research agendas, emphasizing the need for cross-cultural studies to identify universal and context-specific approaches, as well as the importance of equipping mathematics educators with the necessary skills through professional development programs. Overall, the paper provides a comprehensive roadmap for educators, researchers, and policymakers to promote inclusive and culturally relevant mathematics education, making it a must-read for those dedicated to enhancing educational practices in a diverse world. In conclusion, the integration of cultural elements in mathematics education is a dynamic field with promising future agendas. Cross-cultural research and teacher professional development programs are essential components for advancing the inclusivity and effectiveness of mathematics education in diverse contexts. By addressing these agendas, we can foster a more equitable and culturally responsive approach to teaching and learning mathematics.

Dados da obra

Tipo
Artigo
Periódico
Mathline Jurnal Matematika dan Pendidikan Matematika, v. 9, n. 1, p. 47-62
Ano
2024 (2024-01-05)
Idioma
en
Palavras-chave
philosophy of mathematics education; teacher professional development; inclusive mathematics education
Temas
Filosofia da Educação Matemática, Formação de Professores de Matemática, Práticas Pedagógicas
DOI
10.31943/mathline.v9i1.562
ISSN
2502-5872, 2622-3627
Licença
cc-by-sa
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MENDROFA, Ratna Natalia; DEWI, Izwita; SIMAMORA, Elmanani. Philosophy-Infused Culture-Based Learning Models In Mathematics Education. Mathline Jurnal Matematika dan Pendidikan Matematika, v. 9, n. 1, p. 47-62, 2024. DOI: https://doi.org/10.31943/mathline.v9i1.562.

APA

Mendrofa, R. N., Dewi, I., & Simamora, E. (2024). Philosophy-Infused Culture-Based Learning Models In Mathematics Education. Mathline Jurnal Matematika dan Pendidikan Matematika, 9(1), 47-62. https://doi.org/10.31943/mathline.v9i1.562

BibTeX
@article{mendrofa2024,
  author = {Mendrofa, Ratna Natalia and Dewi, Izwita and Simamora, Elmanani},
  title = {Philosophy-Infused Culture-Based Learning Models In Mathematics Education},
  year = {2024},
  journal = {Mathline Jurnal Matematika dan Pendidikan Matematika},
  volume = {9},
  number = {1},
  pages = {47-62},
  doi = {10.31943/mathline.v9i1.562},
  language = {en}
}
RIS
TY  - JOUR
AU  - Mendrofa, Ratna Natalia
AU  - Dewi, Izwita
AU  - Simamora, Elmanani
TI  - Philosophy-Infused Culture-Based Learning Models In Mathematics Education
PY  - 2024
JO  - Mathline Jurnal Matematika dan Pendidikan Matematika
VL  - 9
IS  - 1
SP  - 47
EP  - 62
DO  - 10.31943/mathline.v9i1.562
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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