Mathematical Constructs – What are These, and Their Interconnection with Ethnomathematical Concepts

Isaac Owusu-Darko, Henry Kwami Apoenchir, Justice Yawson Mensah

Abstract


The interconnection of ethnomathematical concepts in connection to school formal mathematical construction is viewed by many mathematics educators with a different interpretation. Some consider mathematical construct to connote the content discussion on mathematical construction as a topic relating to Euclidean geometry. To some, a mathematical construct is the concept frame that serves the bases of the topic taught. We discuss a few reviews of selected mathematical constructs from formal teaching position in connection to ethnomathematical construction from the informal position. Mathematical construct is viewed as the topical concepts that govern the understanding of problem-solving skills and the mathematical topic the teacher facilitates and introduces to students. To some extent, mathematical problem-solving skills is best executed under routine and non-routine procedures when constructs and concepts are best understood. The study adopted the qualitative research design to investigate some existing mathematical concepts portrayed in the teaching of secondary mathematical concepts adopted from the Ghanaian syllabus under Akan ethnomathematics. A content analyses is given in the perspective of Akan ethnomathematics for the selected Ghanaian standard secondary based syllabus. The study revealed that, mathematical construction can be better understood in the context of Akan ethnomathematics not only on geometry, but algebra, calculus and other measurement and timelines. It is recommended that mathematics educators integrate ethnomathematics education in the teaching and learning of formal westernized mathematics teaching in the curriculum implementation process.

Keywords


Curriculum Implementation; Ethnomathematics; Mathematical Concept; Mathematical Construct; Problem-Solving

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References


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Indonesian Journal of Ethnomathematics

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