Incorporating Ethnomathematical Research in Classroom Practice – The Case of Geometrical Shapes in Bedouin Traditional Embroidery

2019 ◽  
pp. 1-4
Author(s):  
Fouze Abu Oouder ◽  
Miriam Amit
Keyword(s):  
Academic Achievement ◽  
Classroom Practice ◽  
Mathematics Curriculum ◽  
Educational Experience ◽  
Mathematics Tests ◽  
Self Image ◽  
The World ◽  
Formal Mathematics ◽  
Geometrical Shapes ◽  
Teaching Of Mathematics

Ethnomathematics asserts that in addition to the formal mathematics taught in schools, there are other forms of mathematics, which have been taught in different societies and cultures around the world. Research and educational experience has shown that combining ethnomathematics with the formal mathematics curriculum in the classroom can improve students’ academic achievement, since it strengthens their self-image and reinforces their motivation for studying mathematics. We adopted this approach with Bedouin students who are defined as ‘underachievers’ in national mathematics tests. In this paper, we offer an ethnomathematical analysis of Bedouin embroidery samples taken from traditional dresses made by Bedouin women. We then describe how ethnomathematical elements were incorporated in the teaching of mathematics for Bedouin students, and how doing so contributed to their learning.

Globalized Mathematics Curriculum

2019 ◽  
pp. 38-55
Author(s):  
Adedeji Tella
Keyword(s):  
Cultural Diversity ◽  
Mathematics Curriculum ◽  
Everyday Mathematics ◽  
Global Village ◽  
Knowledge And Skills ◽  
Human Endeavor ◽  
The World ◽  
Teaching Of Mathematics

It is a known fact that the world now is a global village. Almost every aspect of human endeavor is moving with space in this era of digitization and movement with ethos of ages. The teaching of mathematics has been polarized in term of introduction of cultural diversity from other countries. Within standardized curricula, concepts and teaching are largely dissociated from the knowledge and skills a child brings into the classroom. Unless learners realize that mathematics exist in their very own world, beyond school walls and beyond a Eurocentric worldview, many of them will continue to complain about it as boring and uninteresting. Universalizing the curriculum for the sake of simplifying assessment or selling textbooks is not going to minimize the anxiety or even hatred that many students feel towards numbers. Conversely, introducing everyday mathematics into curricula will help students understand that math is something related to their culture.

“Ọrọ, nwa, ẹkọ”, the talk, the look, the education: reflections on a pedagogy of cosmoperception

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Roseane Santos Mesquita ◽  
Késia Dos Anjos Rocha
Keyword(s):  
Educational Experience ◽  
The Other ◽  
Educational Practices ◽  
Starting Point ◽  
The World ◽  
The Look ◽  
Ways Of Being ◽  
Present Text ◽  
The Way

The present text bets on the power of reflections on a pedagogy guided by cosmoperception. It is a collective call for the enchanted ways of perceiving and relating to the other. “Ọrọ, nwa, ẹkọ”, the talk, the look, the education, insurgent forces that grow in the cracks, just like moss, alive, reborn. That is the way we think about education, as a living practice, turned to freedom. Freedom understood as a force that enables us to question certain hegemonic truths entrenched in our ways of being, thinking and producing knowledge. In dialogue with the criticisms on the decolonial thought and by authors and authoresses who are putting themselves into thinking about an epistemology from a diasporic place, from the edges of the world, we will try to problematize the effects of the epistemic erasures promoted by the colonial processes and how that has affected our educative practices. The look at the educational experience that happens in the sacred territory of candomblé, will be our starting point to think about politically and poetically transformative educational practices.

scholarly journals Changes in Self-Image Resulting from Migration

2019 ◽  
pp. 286-293
Author(s):  
Olga Zotova ◽  
Elena Perelygina ◽  
Sergey Mostikov
Keyword(s):  
Social Interaction ◽  
Host Country ◽  
Dynamic Structure ◽  
Social Situation ◽  
Cultural Environment ◽  
The Core ◽  
Self Image ◽  
The World ◽  
Before And After ◽  
Personality Construct

The perception of one’s own identity is one of the basic moments of a personality construct as they relate to how people act; perceive the world around and with what social they identify themselves. While immersed in an alien culture these perceptions transform. The authors aimed to examine differences in selfimages of the Russian-speaking emigrants before and after emigration. Our hypothesis implies significant differences in self-image upon immersing in another cultural environment. The objective we set resides in identifying aspects of selfimage exposed to transformations and the degree of these changes. For data accumulating before and after the process of international migration with a period of 14 months, we exploited M. Kuhn and T. McPartland’s test “Who am I?” The data demonstrated statistically significant differences in the respondents’ self –image in the course of adaptation. The results allow us to conclude that with a changing social situation self-perception also most alternations exhibit those aspects of selfimage through which the respondents interacted with a host-country population. We believe that self-image presents a hierarchically organized, complex, and dynamic structure with the core and the periphery. The components of self-image can rebuild itself in response to a situation of social interaction.

scholarly journals Estado del arte del rendimiento académico en la educación media

2014 ◽  
Vol 17 (17) ◽  
pp. 197-220
Author(s):  
Oscar Hernán Cerquera Losada
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
State Of The Art ◽  
School Achievement ◽  
The State ◽  
Main Research ◽  
The World ◽  
El Sistema ◽  
The Individual

Este documento muestra el Estado de arte de los determinantes del rendimiento académico en la educación media, teniendo en cuenta las principales investigaciones realizadas, tanto a nivel nacional como internacional, acerca de los factores que influyen en el logro escolar de los estudiantes. Con este trabajo, se busca establecer las principales variables, tanto en Colombia como en algunos lugares del mundo, que afectan el desempeño académico de los estudiantes. Este documento se organiza en dos sesiones, determinantes a nivel mundial y determinantes a nivel colombiano; cada sesión clasifica las investigaciones de acuerdo a los factores del estudiante, de la escuela y las características organizacionales y políticas. A pesar de existir muchas investigaciones sobre el tema, aún no se ha llegado a un consenso general sobre cómo determinar los factores del  rendimiento académico, pues en la realidad son muchas las características del individuo, la escuela o el sistema que se relacionan entre sí de diferente manera y pueden afectar el logro estudiantil.ABSTRACTThis document shows the state of the art of the determinants of academic achievement in secondary education, taking into account the main research conducted, both nationally and internationally, about the factors that influence school achievement of students. With this paper, we seek to establish the main variables which affect the academic achievement of students in Colombia as well as in some parts of the world. This document is organized in two sessions: world and Colombian determinants; each session classifies research according to the factors of the student, the school and organizational and political characteristics. Although there is much research on the topic so far it has not been possible to reach a consensus on how to determine the factors of academic achievement, because in reality many characteristics of the individual, of the school or of the system relate to each other differently and can affect student achievement.RESUMOEste documento mostra o Estado da arte dos determinantes do rendimento escolar no ensino medio, tendo em conta às principais pesquisas realizadas, tanto a nível nacional como internacionalmente, sobres os fatores que influenciam o desempenho escolar dos estudantes. Com este trabalho, se procura estabelecer as principais variáveis, tanto na Colômbia e em alguns lugares do mundo, afetando o desempenho acadêmico dos estudantes. Este documento está organizado em duas sessões, determinantes a nível mundial e determinantes a nível colombiano; cada sessão clasifica as pesquisas de acordó a os fatores do estudante, da escola e das características organizacionais e políticas. Embora haja muitas pesquisas sobre o tema, ainda não se chegou a um consenso geral sobre os fatores determinantes no desempenho acadêmico, porque na realidade são muitas as características do indivíduo, a escola ou o sistema que se relacionam uns com os outros de forma diferente e podem afetar o desempenho acadêmico.

HUMANITARIAN-ORIENTED TEACHING OF MATHEMATICS AND NATURAL SCIENCES AT SCHOOL

2021 ◽  
Vol 31 (3) ◽  
pp. 322-330
Author(s):  
R.R. Ismagilova ◽  
G.Kh. Akhmetshina
Keyword(s):  
Science Education ◽  
Natural Science ◽  
Natural Sciences ◽  
Academic Disciplines ◽  
Language History ◽  
Problem Situations ◽  
The World ◽  
History Of ◽  
Teaching Of Mathematics ◽  
Natural Science Education

The humanitarian potential of school mathematics and natural science disciplines for the education of a person who has a unified representation of the modern picture of the world, its scope and content require more and more study. The humanities-oriented teaching of mathematics and natural sciences at school is implemented in the learning process within the framework of traditional academic disciplines and has the full means for the comprehensive and harmonious development of the student's personality. The use of components of literature, language, history of the native land in the implementation of programs of mathematical, natural science education contributes to the development of interest in learning, the formation of personal values of students. Cognitive interest is created and maintained through the design of problem situations in the classroom, through the development of the ability to solve, develop plot problems that form functional (mathematical and natural science) literacy. The combination of natural science and humanitarian approaches in the representation and assessment of the world in the process of mastering the content of educational disciplines will spiritually enrich every student.

media products overseas. Third, the dissolution of apparent differences achieved in Neighbours’s UK success is likewise partly dependent upon conjunctural coincidences of the 1980s, as well as on cross-cultural familiarities bred of histories linked by colonization. Not only can it be claimed that “every next person in Britain has a relative in Australia” (Fowler 1991). It is also arguable that Neighbours’s UK popularity arises because it can reduce almost all cultural specificities to projections of relief from a grey, cramped, class-divided, Thatcherized society (one might remember here that such cultural specificities as Neighbours might have had are already severely etiolated by the program’s anodyne, easily generalizable, and depoliticized ethos). Indeed, there is a remarkable congruence between Neighbours’s introverted, mutually supportive community and Thatcherite anti-welfare doctrines of self-help. Neighbours’s Australia represents a distant home, I suggest, for residents of the “scepter’d isle” long since bereft of Empire apart from Hong Kong and the Falkland Islands, and simultaneously having acute difficulties connecting with Europe. Ruth Brown notes in British responses to Neighbours a twilight gasp of colonial condescension toward a remnant of Commonwealth: “Neighbours seeks to persuade us that middle-class neighbourliness is alive and well and living in Australia, Britannia’s infant arising . . . to glad her parent’s heart by displaying her glories shining more brightly in another sphere” (Brown 1989). Given Britain’s uncertain self-image in the world it once bestrode, an “invasion” of cultural products from a former convict colony can bring out a certain snobbery. In the case of Nancy Banks-Smith’s remarks on Home and Away, cultural snobbery perhaps overlays class snobbery: “One is aware of Home and Away as one is aware of chewing-gum on the sole of one’s shoe” (Banks-Smith 1990). Such views recall the comment of the Australian poet, Les Murray: “Much of the hostility to Australia, and it amounts to that, shown by English people above a certain class line can be traced to the fact that we are, to a large extent, the poor who got away” (Murray 1978: 69). That both major British political parties could take up Neighbours as political football testifies not just to the category of youth as ongoing focus of moral panics in a country deeply prone to such motions, but also to the continuing ubiquity of Neighbours. If Crocodile Dundee supplied Australian tourists with cab-driver conversation around much of the world for at least a year, Neighbours has sustained its impact much longer in Britain. Acknowledged by government, royal family, and Church of England, it has achieved journalistic benchmark status for things Australian. USA: lost in Dallasty Neighbours is probably the most successful international soap opera that’s ever been. (Cristal 1992)

2002 ◽  
pp. 117-117
Keyword(s):  
Church Of England ◽  
Soap Opera ◽  
Moral Panics ◽  
Cultural Products ◽  
Self Image ◽  
Self Help ◽  
The Poor ◽  
The World ◽  
Almost All ◽  
Supportive Community

Reflection of Chaos and Complexity Theory Properties within Classroom Discipline

2016 ◽  
pp. 151-164
Author(s):  
Fathimath Saeed
Keyword(s):  
Academic Achievement ◽  
Complexity Theory ◽  
Chaos Theory ◽  
Education System ◽  
Management Strategies ◽  
Natural World ◽  
Natural Sciences ◽  
Classroom Discipline ◽  
The World ◽  
Overall Performance

Chaos and complexity theory has been used in the study of the natural sciences for over thirty years. Throughout the years, experts from various fields have used it as a new way to view the world around them, including its applications to the field of education and subsystems within the education system. However very few studies have been conducted on the application of chaos theory to classroom discipline. The field of classroom discipline, like the natural world, can also be observed from this perspective because it exhibits many features of chaotic/complex systems. Classrooms are often described as complex, dynamic and unpredictable environments. This makes it difficult for teachers to understand and manage classroom discipline. This paper explores the complexity of classroom discipline and how the principles of chaos and complexity theory reflect on classroom discipline. This would help inform management strategies and alternatives that would in turn enhance and improve student academic achievement and overall performance.

Reviews: Words to Solve by

1984 ◽  
Vol 15 (1) ◽  
pp. 73-75
Author(s):  
John G. Harvey
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Curriculum ◽  
Personal Essay ◽  
The Third ◽  
Mathematical Association ◽  
Collegiate Mathematics ◽  
Teaching Of Mathematics ◽  
Teaching Problem ◽  
Research In Mathematics Education

Unlike most books reviewed in the journal for Research in Mathematics Education, Problem Solving in the Mathematics Curriculum (PSMC) does not report research. Instead, it seems designed to (a) recommend that problem solving be consistently included in collegiate mathematics instruction, (b) describe some considerations in and ways of teaching problem solving, (c) present an extensive bibliography chosen to help those initiating or teaching problem-solving courses or problem-solving sequences within courses, and (d) give the results of a survey conducted by the Committee on the Teaching of Mathematics of the Mathematical Association of America; the survey provided the impetus for PSMC. Accordingly, the book is divided into four parts. The short first part describes the evolution of PSMC and the recommendations of the Committee on the Teaching of Mathematics. The second part, a more-or-less personal essay by Alan Schoenfeld, gives suggestions for teaching problem solving. The third and most extensive part is an annotated bibliography of journals, books, and articles that might be used to develop in struction in problem solving or to find appropriate problems for such instruction. The last part presents both the survey instrument and the results of the survey.

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