Mathematical Knowledge on Changu Narayan Temples’ Arts and Architectures: Ethnomathematics Perspective

Khrika Devi Parajuli

Abstract


This paper thoroughly explores the intricate nexus between mathematical knowledge and the artistic and architectural elements of Nepal's Changu Narayan temple, employing ethnography as its methodological framework. Through meticulous observation, documentation, and analysis, the study unveils a rich repository of mathematical concepts intricately woven into the temple's structural design, encompassing geometric principles and mensuration spanning two-dimensional and three-dimensional shapes. From similarities in trapeziums and congruent rhombuses to the incorporation of circles, semicircles, and diverse triangular configurations alongside complex solid shapes like right circular cones, rectangular-based pyramids, and square-based cuboids, the temple serves as a vivid testament to the enduring significance of ethnomathematics within Nepalese culture, particularly in Hindu religious practices. This symbiotic relationship between mathematics and cultural traditions underscores the profound relevance of ethnomathematics as a pedagogical tool, fostering mathematical comprehension and appreciation among students. Thus, the findings advocate for integrating ethnomathematics into school curricula, harnessing cultural artifacts such as the Changu Narayan temple as potent resources for advancing mathematical education.

Keywords


2D and 3D Shapes; Ethnomathematics; Geometry; Mensuration; Temples’ Art and Architecture

Full Text:

PDF

References


Abdullah, A. S. (2017). Ethnomathematics in perspective of sundanese culture. Journal on Mathematics Education, 8(1), 1-16.

Apriandi, D., & Ayuningtyas, A. D. (2022). Mathematics Teaching Materials Based on the Ethnomathematics of Shiva Temple by Applying the "Tri-N" Teaching. AL-ISHLAH: Jurnal Pendidikan. 14(2), 1597-1606.

Arisetyawan, A., Suryadi, D., Herman, T., Rahmat, C., & No, J. D. S. (2014). Study of Ethnomathematics: A lesson from the Baduy Culture. International Journal of Education and Research, 2(10), 681-688.

Barton, B., Poisard, C., & Domite, M. D. C. (2006). Cultural connections and mathematical manipulations. For the Learning of Mathematics, 26(2), 21-24.

Bonapace, C., & Sestini, V. (2003). Traditional materials and construction technologies used in the Kathmandu valley (p. 180). Paris: United Nations Educational, Scientific and Cultural Organization.

Bonotto, C. (2007). How to replace word problems with activities of realistic mathematical modelling. In Modelling and applications in mathematics education: The 14th ICMI Study (pp. 185-192). Boston, MA: Springer US.

D’Ambrosio, U. (1989). A Research Program and a Course in the History of Mathematics: Ethnomathematics. Historia Mathematica, 16(3), 285–287.

d’Entremont., Y. (2015). Linking mathematics, culture, and community. Procedia - Social and Behavioral Sciences, 174 (2015).

D'Ambrosio, U. (1990). The role of mathematics education in building a democratic and just society. For the Learning of Mathematics, 10(3), 20-23.

Ernest, P. (1996). Popularization: myths, massmedia and modernism. In International Handbook of Mathematics Education: Part 1 (pp. 785-817). Dordrecht: Springer Netherlands.

ERO. (2019). Report of National Assessment of Student Achievement (NASA) 2018 (Grade 5: Mathematics and Nepali). Sanothimi: Education Review Office. Sanothimi

Fitrianawati, M., Sintawati, M., Marsigit, M., & Retnowati, E. (2020). Developing ethnomatematics in geometry learning for elementary schools students: A preliminary design. International Journal of Scientific and Technology Research, 9(1), 2754-2758.

Gueudet, G., & Trouche, L. (2009). Towards new documentation systems for mathematics teachers?. Educational studies in mathematics, 71, 199-218.

Hartshorne, R. (2013). Geometry: Euclid and beyond. Springer Science & Business Media.

Johnson, J. D., Smail, L., Corey, D., & Jarrah, A. M. (2022). Using Bayesian networks to provide educational implications: Mobile learning and ethnomathematics to improve sustainability in mathematics education. Sustainability, 14(10), 5897.

Lévi, S., 1905, Le Népal: Étude historique d’un royaume hindou, Paris.

Luitel, B. C. (2009). Culture, worldview, and transformative philosophy of mathematics education in Nepal: A cultural-philosophical inquiry. (Doctoral dissertation, Curtin University).

Mania, S., & Alam, S. (2021). Teachers’ perception toward the use of ethnomathematics approach in teaching math. International Journal of Education in Mathematics, Science and Technology, 9(2), 282-298.

Marsigit, dkk (2014). Pengembangan Perangkat Pembelajaran Etnomatematika untuk Meningkatkan Kompetensi Mahasiswa Pendidikan Matematika‖ Jurdikmat FMIPA.UNY

Muhtadi, D., & Prahmana, R. C. I. (2017). Sundanese Ethnomathematics: Mathematical Activities in Estimating, Measuring, and Making Patterns. Journal on Mathematics Education, 8(2), 185-198.

Narulita, D., Mardiyana, M., & Saputro, D. R. S. (2019). Ethnomathematics in Traditional Wayang Performance in Surakarta as a Source of Mathematics Learning in Junior High School. Budapest Int. Res. Critics Linguist. Educ. J, 2(2), 115-122.

Okyere, M. (2022). Culturally Responsive Teaching Through the Adinkra Symbols of Ghana and its Impact on Students' Mathematics Proficiency.

Orey, D. C., & Rosa, M. (2010). Ethnomodeling: a pedagogical action for uncovering ethnomathematical practices.

Orey, D. C., & Rosa, M. (2020). Positionality and creating dialogue in Nepal: connecting ethnomathematics and modelling-the importance of place through ethnomodelling.

Orey, D. C., & Rosa, M. (2021). Ethnomodelling as a glocalization process of mathematical practices through cultural dynamism. The Mathematics Enthusiast, 18(3), 439-468.

Pathuddin, H., & Nawawi, M. I. (2021). Buginese Ethnomathematics: Barongko Cake Explorations as Mathematics Learning Resources. Journal on Mathematics Education, 12(2), 295-312.

Pradhan, J. B. (2017). Mathematical ideas in Chundara culture: Unfolding a Nepalese teaching and learning system. Ethnomathematics and its diverse approaches for mathematics education, 125-152.

Pradhan, J. B. (2018). Mathematical ideas in cultural artefacts: A metaphor for teaching of school mathematics. International Journal of Scientific and Research Publications, 8(9), 335-341.

Prahmana, R. C. I., & D'Ambrosio, U. (2020). Learning Geometry and Values from Patterns: Ethnomathematics on the Batik Patterns of Yogyakarta, Indonesia. Journal on Mathematics Education, 11(3), 439-456.

Prahmana, R.C.I., Yunianto, W., Rosa, M., & Orey, D.C. (2021). Ethnomathematics: Pranatamangsa System and the Birth-Death Ceremonial in Yogyakarta. Journal on Mathematics Education, 12(1), 93-112.

Reeves, S., Peller, J., Goldman, J., & Kitto, S. (2013). Ethnography in qualitative educational research: AMEE Guide No. 80. Medical teacher, 35(8), e1365-e1379.

Rosa, M., & Orey, D. (2011). Ethnomathematics: the cultural aspects of mathematics. Revista Latinoamericana de Etnomatemática: Perspectivas Socioculturales de La Educación Matemática, 4(2), 32-54.

Rosa, M., & Orey, D. (2011). Ethnomathematics: the cultural aspects of mathematics. Revista Latinoamericana de Etnomatemática: Perspectivas Socioculturales de La Educación Matemática, 4(2), 32-54.

Sharma, T., & Orey, D. C. (2017). Meaningful mathematics through the use of cultural artifacts. Ethnomathematics and its Diverse Approaches for Mathematics Education, 153-179.

Shilpakar, R., Maskey, P. N., & Silpakar, P. (2021). Construction technology of multi-tiered temples and their rehabilitation after 2015 April Earthquake in Bhaktapur. Progress in Disaster Science, 10, 100177.

Sulasteri, S., Nur, F., & Kusumayanti, A. (2020). Ethnomathematics: The exploration of learning geometry at Fort Rotterdam of Makassar. In Proceedings of the International Conference on Mathematics and Islam (ICMIs 2018) (pp. 151-157).

Turan, S., & Matteson, S. M. (2021). Middle school mathematics classrooms practice based on 5E instructional model. International Journal of Education in Mathematics, Science and Technology, 9(1), 22-39.

Wagley, M. P., Sharma, T. N., Koirala, B. N., Ramos, S. Y., Taylor, P. C., Luitel, B. C., ... & Bhandari, U. (2008). Developing culturally contextualised mathematics resource materials: capturing local practices of Tamang and Gopali communities.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Indonesian Journal of Ethnomathematics

Indonesian Mathematics Educators Society
Jl. Terusan Jend. Sudirman, Kec. Cimahi Tengah, Kota Cimahi, Jawa Barat 40521
E-mail: ije@i-mes.org

ISSN: 2775-8001

View My Stats