Abstract
The aim of this study is to introduce the definition and development process of ethnomodelling, which has been defined and developed in the last two decades and is thought to be of interest to researchers and will also light on new studies. Ethnomodelling, which is a philosophical and methodological combination of ethnomathematics and mathematical modeling, which has been the subject of studies in recent years, will be introduced and examples in this context will be given. Expanding the history of mathematics, approaching it from a multicultural and global perspective, ethnomathematics explores and presents the mathematical thinking of traditional peoples and examines how mathematical ideas, methods and practices are used in daily life. Mathematical modeling is defined as a process that includes making a mathematical sense of a problem situation encountered in real life, solving it with the help of mathematical models, and transforming the obtained solution back into real life. In the socio-critical (critical) modeling approach, which is one of the approaches that guide mathematical modeling studies, it is emphasized that students use mathematics to understand the culture and society in which they live with a critical perspective. In this perspective, which provides the individual with critical thinking skills specific to his/her own society and culture, the rules and assumptions in real life situations are handled with a critical approach, while mathematical models that have a key role in the development of the country are presented.
References
- Ascher, Marcia & Ascher, Robert (1986). “Ethnomathematics”. History of Science, 24: 125-144.
- Ascher, Marcia (2005). Etnomatematik: Matematik Dünyasına Çok Kültürlü Bir Bakış. Çev. Bora Ercan. İstanbul: Okyanus Yayıncılık.
- Barton, Bill (1996). “Making Sense of Ethnomathematics: Ethnomathematics is Making Sense”. Educational Studies in Mathematics, 31: 201–233.
- Bassanezi, Rodney C. (2002). Ensino-Aprendizagem com Modelagem Matemática. São Paulo, SP: Editora Contexto.
- Bernard, Russel H. (1995) Research Methods in Anthropology: Qualitative and Quantitative Approaches. Walnut Creek, CA: AltaMira Press.
- Bukova Güzel, Esra (2016). Matematik Eğitiminde Matematiksel Modelleme. Ankara: Pegem Akademi.
- D’Ambrosio, Ubiratan (1985). “Ethnomathematics and Its Place in the History and Pedagogy of Mathematics”. For the Learning of Mathematics, 5(1): 44-48.
- D’Ambrosio, Ubiratan (1993). “Etnomatemática: Um Programa”. A Educação Matemática em Revista, 1(1): 5-11.
- D’Ambrosio, Ubiratan (2012). Etnomatemática. Elo Entre as Tradições e a Modernidade. Belo Horizonte: Autêntica.
- Eglash, Ron (1997). “When Math Worlds Collide: Intention and Invention in Ethnomathematics”. Science, Technology & Human Values, 22(1): 79-97.
- Fleming, John H. et al. (2005). “Manage Your Human Sigma”. Harvard Business Review, July-August: 1-10.
- Gravemaijer, Koeno et al. (ed.) (2002). Symbolizing, Modeling and Tool Use in Mathematics Education. Dordrecht: Springer.
- Haines, Christopher & Crouch, Rosalind (2007). Mathematical Modeling and Applications: Ability and Competence Frameworks. New York: Springer.
- Hestenes, David (2010). “Modelling Theory for Math and Science Education”. Modelling Students’ Mathematical Modelling Competencies (ICTMA 13). New York: Springer, 13-41.
- Hıdıroğlu, Çağlar N. (2012). Teknoloji Destekli Ortamda Matematiksel Modelleme Problemlerinin Çözüm Süreçlerinin Analiz Edilmesi: Yaklaşım ve Düşünme Süreçleri Üzerine Bir Açıklama. Yüksek Lisans Tezi. Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü.
- Lesh, Richard A. & Doerr, Helen M. (eds.) (2003a). Beyond Constructivism: Models and Modeling Perspectives on Mathematic Problem Solving. Learning and Teaching. Mahwah: Lawrence Erlbaum.
- Lingefjärd, Henry T. (2000). Mathematical Modeling by Prospective Teachers Using Technology. Doctoral Dissertation. Athens: University of Georgia.
- Monteiro, Alexandrina (2004). “Etnomatemática: Papel, Valor e Significado”. Etnomatemática: Papel, Valor e Significado. Eds. Ribeiro, J. P. et al. Sao Paulo: Zouk.
- OECD (2003). The PISA 2003 Assessment Framework: Mathematics, Reading, Science and Problem Solving Knowledge and Skills. Paris: OECD.
- Orey, Daniel C. & Rosa, Milton (2010). “Ethnomodeling: A Pedagogical Action for Uncovering Ethnomathematical Practices”. Journal of Mathematical Modelling and Application, 1(3): 58-67.
- Orey, Daniel C. & Rosa, Milton (2019). “A Cultural Approach to Mathematical Modelling: An Ethnomathematical Perspective”. XV CIAEM-IACME, Medellin, Colombia.
- Orey, Daniel C. & Rosa, Milton (2021). “Ethnomodelling as a Globalization Process of Mathematical Practices through Cultural Dynamism”. The Mathematics Enthusiast, 18(3): 439-468.
- Orey, Daniel C. (2000). “The Ethnomathematics of the Sioux Tipi and Cone”. Mathematics Across Culture: the History of Non-Western Mathematics. Ed. Selin, H. Dordrecht, Netherlands: Kulwer Academic Publishers, 239–252.
- Read, Dwight W. (2002). “A Multitrajectory, Competition Model of Emergent Complexity in Human Social Organization”. PNAS, 99(3): 7251-7256.
- Rosa, Milton & Orey, Daniel C. (2006). “Abordagens Atuais do Programa Etnomatemática: Delinenando um Caminho para a Ação Pedagógica”. Bolema, 19(26): 19-48.
- Rosa, Milton & Orey, Daniel C. (2010). “Ethnomodeling as a Pedagogical Tool for the Ethnomathematics Program”. Revista Latinoamericana de Etnomatemática, 3(2): 14-23.
- Rosa, Milton & Orey, Daniel C. (2011). “Ethnomodeling: An Ethnomathematical View on Mathematical Modeling”. International Journal for Research in Mathematics Education, 1(1): 19-35.
- Rosa, Milton & Orey, Daniel C. (2013). “Ethnomodeling as a Research Theoretical Framework on Ethnomathematics and Mathematical Modeling”. Journal of Urban Mathematics Education, 6(2): 62-80.
- Rosa, Milton & Orey, Daniel C. (2016). “Humanizing Mathematics through Ethnomodelling”. Journal of Humanistic Mathematics, 6(2): 3-22.
- Rosa, Milton & Orey, Daniel C. (2018). “The Anthropological Dimension on Ethnomodelling Research Based on Ethnomathematics and Modelling”. Open Access Journal of Archaeology & Anthropology, 1(1): 1-8.
- Rosa, Milton & Orey, Daniel C. (2019). “Ethnomodelling as the Translation of Diverse Cultural Mathematical Practices”. Handbook of the Mathematics of the Arts and Sciences. Cham, Switzerland: Springer.
- Sriraman, Bharath (2005). “Conceptualizing the Notion of Model Eliciting”. Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education. Sant Feliu de Guíxols, Spain.
- Umbara, Uba et al. (2021a). “Exploring Ethnomathematics with Ethnomodeling Methodological Approach: How Does Cigugur Indigenous People Using Calculations to Determine Good Day to Build Houses”. EURASIA Journal of Mathematics, Science and Technology Education, 17(2): 1-19.
- Umbara, Uba et al. (2021b). “How to Predict Good Days in Farming: Ethnomathematics Study with an Ethnomodelling Approach”. Journal of Research and Advances in Mathematics Education, 6(1): 71-85.
- Verschaffel, Lieven et al. (2002). Everyday Knowledge and Mathematical Modeling of School Word Problems”. Symbolizing, Modeling and Tool Use in Mathematics Education. Dordrecht, Netherlands: Springer, 257-276.
Abstract
Bu çalışmanın amacı, son yirmi yıldır çeşitli düzeyde yapılan çalışmalarla geliştirilen ve ayrıca yeni çalışmalara da ışık tutacağı düşünülen etnomodellemenin tanım ve gelişim sürecini literatüre kazandırmaktır. Etnomatematik ile son dönemlerde sıklıkla çalışmalara konu olan matematiksel modellemenin felsefi ve metodolojik olarak birleştirilmesi ile ortaya çıkan etnomodelleme tanıtılarak bu bağlamdaki örneklere yer verilmiştir. Matematik tarihini genişleterek ona çok kültürlü ve küresel perspektiften yaklaşırken geleneksel halkların matematiksel düşüncelerinin araştırılmasını ve sunumunu yapan etnomatematik matematiksel düşüncelerin, yöntemlerin ve uygulamaların günlük hayatta nasıl kullanıldığını incelemektedir. Matematiksel modelleme, gerçek yaşamda karşılaşılan bir problem durumunun matematiksel olarak anlamlandırılması, oluşturulan matematiksel modeller yardımıyla çözüme ulaştırılması ve elde edilen çözümün tekrar gerçek yaşama dönüştürülmesini içeren bir süreç olarak tanımlanmaktadır. Matematiksel modelleme çalışmalarına yön veren yaklaşımlardan biri olan sosyo-kritik (eleştirel) modelleme yaklaşımında da öğrencilerin matematiği kullanarak yaşadıkları kültür ve toplumu eleştirel bir bakışla anlama çalışmaları vurgulanmaktadır. Bireye kendi yaşadığı toplum ve kültüre özgü eleştirel düşünme becerisi kazandıran bu bakış açısında gerçek yaşam durumlarındaki kurallar ve kabuller eleştirel bir yaklaşımla ele alınırken ülkenin gelişimde anahtar role sahip matematiksel modeller ortaya konmaktadır.
References
- Ascher, Marcia & Ascher, Robert (1986). “Ethnomathematics”. History of Science, 24: 125-144.
- Ascher, Marcia (2005). Etnomatematik: Matematik Dünyasına Çok Kültürlü Bir Bakış. Çev. Bora Ercan. İstanbul: Okyanus Yayıncılık.
- Barton, Bill (1996). “Making Sense of Ethnomathematics: Ethnomathematics is Making Sense”. Educational Studies in Mathematics, 31: 201–233.
- Bassanezi, Rodney C. (2002). Ensino-Aprendizagem com Modelagem Matemática. São Paulo, SP: Editora Contexto.
- Bernard, Russel H. (1995) Research Methods in Anthropology: Qualitative and Quantitative Approaches. Walnut Creek, CA: AltaMira Press.
- Bukova Güzel, Esra (2016). Matematik Eğitiminde Matematiksel Modelleme. Ankara: Pegem Akademi.
- D’Ambrosio, Ubiratan (1985). “Ethnomathematics and Its Place in the History and Pedagogy of Mathematics”. For the Learning of Mathematics, 5(1): 44-48.
- D’Ambrosio, Ubiratan (1993). “Etnomatemática: Um Programa”. A Educação Matemática em Revista, 1(1): 5-11.
- D’Ambrosio, Ubiratan (2012). Etnomatemática. Elo Entre as Tradições e a Modernidade. Belo Horizonte: Autêntica.
- Eglash, Ron (1997). “When Math Worlds Collide: Intention and Invention in Ethnomathematics”. Science, Technology & Human Values, 22(1): 79-97.
- Fleming, John H. et al. (2005). “Manage Your Human Sigma”. Harvard Business Review, July-August: 1-10.
- Gravemaijer, Koeno et al. (ed.) (2002). Symbolizing, Modeling and Tool Use in Mathematics Education. Dordrecht: Springer.
- Haines, Christopher & Crouch, Rosalind (2007). Mathematical Modeling and Applications: Ability and Competence Frameworks. New York: Springer.
- Hestenes, David (2010). “Modelling Theory for Math and Science Education”. Modelling Students’ Mathematical Modelling Competencies (ICTMA 13). New York: Springer, 13-41.
- Hıdıroğlu, Çağlar N. (2012). Teknoloji Destekli Ortamda Matematiksel Modelleme Problemlerinin Çözüm Süreçlerinin Analiz Edilmesi: Yaklaşım ve Düşünme Süreçleri Üzerine Bir Açıklama. Yüksek Lisans Tezi. Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü.
- Lesh, Richard A. & Doerr, Helen M. (eds.) (2003a). Beyond Constructivism: Models and Modeling Perspectives on Mathematic Problem Solving. Learning and Teaching. Mahwah: Lawrence Erlbaum.
- Lingefjärd, Henry T. (2000). Mathematical Modeling by Prospective Teachers Using Technology. Doctoral Dissertation. Athens: University of Georgia.
- Monteiro, Alexandrina (2004). “Etnomatemática: Papel, Valor e Significado”. Etnomatemática: Papel, Valor e Significado. Eds. Ribeiro, J. P. et al. Sao Paulo: Zouk.
- OECD (2003). The PISA 2003 Assessment Framework: Mathematics, Reading, Science and Problem Solving Knowledge and Skills. Paris: OECD.
- Orey, Daniel C. & Rosa, Milton (2010). “Ethnomodeling: A Pedagogical Action for Uncovering Ethnomathematical Practices”. Journal of Mathematical Modelling and Application, 1(3): 58-67.
- Orey, Daniel C. & Rosa, Milton (2019). “A Cultural Approach to Mathematical Modelling: An Ethnomathematical Perspective”. XV CIAEM-IACME, Medellin, Colombia.
- Orey, Daniel C. & Rosa, Milton (2021). “Ethnomodelling as a Globalization Process of Mathematical Practices through Cultural Dynamism”. The Mathematics Enthusiast, 18(3): 439-468.
- Orey, Daniel C. (2000). “The Ethnomathematics of the Sioux Tipi and Cone”. Mathematics Across Culture: the History of Non-Western Mathematics. Ed. Selin, H. Dordrecht, Netherlands: Kulwer Academic Publishers, 239–252.
- Read, Dwight W. (2002). “A Multitrajectory, Competition Model of Emergent Complexity in Human Social Organization”. PNAS, 99(3): 7251-7256.
- Rosa, Milton & Orey, Daniel C. (2006). “Abordagens Atuais do Programa Etnomatemática: Delinenando um Caminho para a Ação Pedagógica”. Bolema, 19(26): 19-48.
- Rosa, Milton & Orey, Daniel C. (2010). “Ethnomodeling as a Pedagogical Tool for the Ethnomathematics Program”. Revista Latinoamericana de Etnomatemática, 3(2): 14-23.
- Rosa, Milton & Orey, Daniel C. (2011). “Ethnomodeling: An Ethnomathematical View on Mathematical Modeling”. International Journal for Research in Mathematics Education, 1(1): 19-35.
- Rosa, Milton & Orey, Daniel C. (2013). “Ethnomodeling as a Research Theoretical Framework on Ethnomathematics and Mathematical Modeling”. Journal of Urban Mathematics Education, 6(2): 62-80.
- Rosa, Milton & Orey, Daniel C. (2016). “Humanizing Mathematics through Ethnomodelling”. Journal of Humanistic Mathematics, 6(2): 3-22.
- Rosa, Milton & Orey, Daniel C. (2018). “The Anthropological Dimension on Ethnomodelling Research Based on Ethnomathematics and Modelling”. Open Access Journal of Archaeology & Anthropology, 1(1): 1-8.
- Rosa, Milton & Orey, Daniel C. (2019). “Ethnomodelling as the Translation of Diverse Cultural Mathematical Practices”. Handbook of the Mathematics of the Arts and Sciences. Cham, Switzerland: Springer.
- Sriraman, Bharath (2005). “Conceptualizing the Notion of Model Eliciting”. Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education. Sant Feliu de Guíxols, Spain.
- Umbara, Uba et al. (2021a). “Exploring Ethnomathematics with Ethnomodeling Methodological Approach: How Does Cigugur Indigenous People Using Calculations to Determine Good Day to Build Houses”. EURASIA Journal of Mathematics, Science and Technology Education, 17(2): 1-19.
- Umbara, Uba et al. (2021b). “How to Predict Good Days in Farming: Ethnomathematics Study with an Ethnomodelling Approach”. Journal of Research and Advances in Mathematics Education, 6(1): 71-85.
- Verschaffel, Lieven et al. (2002). Everyday Knowledge and Mathematical Modeling of School Word Problems”. Symbolizing, Modeling and Tool Use in Mathematics Education. Dordrecht, Netherlands: Springer, 257-276.
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Cultural Studies |
| Journal Section | Review Articles |
| Authors | |
| Publication Date | March 10, 2022 |
| Published in Issue | Year 2022 Issue: 12 |
Cite
Cited By
Ethnomathematics Approaches at Middle School Textbooks
Osmangazi Journal of Educational Research
https://doi.org/10.59409/ojer.1269449
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