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Reflection of

ETHNOMATHEMATICS:
The Relationship Between Ethno and Mathematics.

by Dr. Marsigit

            Relating to etymology, “Ethnomathematics” can be split to two word ethno and mathematics. Thus, that word refers to two different fields -anthropology and mathematics- so we can use two different field to review “Ethnomathematics”. 

           

            The word-initial “ethno” is part of the word “ethnology” which is defined as “the science that analyzes and compares human cultures” or “cultural anthropology”. And from the dictionary, the definition of “mathematics” is “a science dealing with ‘quantitative relations’ and ‘spatial forms’ in the real world”. So from that we can expect that there is cross point between culture and mathematics.   

            Ethnomathematics can be culture of mathematics, mathematics culture, to enculture of mathematics, and the context (social) of mathematics.

           

            If we see ethnomathematics from the chart of knowledge of, ethnomathematics is knowledge of mathematics and socialogy. Ethnomathematics need context. The context can be formal mathematics, model of mathematics, model of concrete, and concrete (example).

            As a research area, “Ethnomathematics” is often defined as the research on the relationship between mathematics (mathematics education) and the corresponding social and cultural backgrounds, namely the research to show “how is mathematics produced, transferred, diffused and specialized in diverse cultural systems” (Weizhong Zhang and Qinqiong Zhang, 2010 : 152)

            If we talk ethnomathematics as a research so we need the theories (references), to uncover, to collect data or to investigate or to research, to develope, to construct the world of, and the theories (references) again. And when we talk the first refences, we must talk about D’Ambrosio and Theresia Nun (street mathematics). Beacause they are the first people talk / search ethnomathematics. (Tamsin Meaney, Uenuku Fairhill, Tony Trinick ,2008) D’Ambrosio who is considered by many as the ‘father of ethnomathematics’ (Stillman & Balatti, 2000) described a research programme in ethnomathematics as ‘the study of the generation, organisation, transmission, dissemination and the use of jargons, codes, styles of reasoning, practices, results and methods’ (D’Ambrosio, 1992, p. 1183).

            The research of etnomathematics also need a method. The method is Hermeneutics. Etnomathematics research can be descriptive and qualitative research. It can done from recording, transcription, catagorization, analyze and theory. Usually the result is classroom action research or PTK in Indonesia.

            We also can etnomathematics in daily life such as Most African peoples south of the Sahara traditionally build houses with circular or rectangular bases (Weizhong Zhang and Qinqiong Zhang, 2010 : 153).

            We also can see the example of etnomathematics in Indonesia, there are:

1.      The role of mathematics in Yogyakarta palace.

2.      The role of mathematics in Javanese culture.

3.      The role of mathematics in “wayang” culture.

4.      The role of mathematics in “gamelan” culture.

5.      The role of mathematics on Javanise “primbon”.

6.      The relation of mathematics and forecasting.

7.      The role of mathematics in Javanese calender.

8.      The role mathematics in fengshui.

9.      The relation of mathematics and horoscope.

REFERENCES

Weizhong Zhang and Qinqiong Zhang.2010. Ethnomathematics and Its Integration within the Mathematics Curriculum. China :Journal of Mathematics Education.

Tamsin Meaney, Uenuku Fairhill, Tony Trinick.2008. The Role of Language in Ethnomathematics. Australia: The Journal of Mathematics and Culture.