FROM CULTURAL PRACTICES TO MATHEMATICS LEARNING IDEAS: EXPLORING MATHEMATICS EDUCATION STUDENTS’ PERCEIVED MATHEMATICAL ACTIVITIES
Intan Buhati Asfyra(1*), Wayan Rumite(2), Halil Arianto(3)
(1) (2) (3) (*) Corresponding Author
Abstract
The data consisted of written responses to Assignment, entitled “From Cultural Assumptions to Learning Ideas,” and were analyzed using thematic analysis. The findings revealed three main themes: (1) students identified mathematical activities through the characteristics and practices of culture; (2) perceived mathematical activities were translated into learning ideas by connecting them with school mathematics concepts and designing student activities; and (3) some students recognized that the relationship between mathematics and culture remained an initial assumption that required further confirmation. The findings indicate that cultural exploration can serve as an initial stage for prospective teachers to identify mathematical potential and develop it into learning ideas, while taking into account the basis and limitations of their interpretations of cultural practices.
Keywords
ethnomathematics; cultural practices; mathematical activities; prospective mathematics teachers; mathematics learning.
