The Interconnections of Akan Informal Ethnomathematics and School-based Formal Curriculum Mathematics

Isaac Owusu-Darko, Stephen Ebo-Sam, Osmon Amponsah Asiamah

Abstract


The focal point of this study lies in the intersection between the formal curriculum structure of school mathematics, commonly aligned with Western ideals, and the informal ethnomathematics prevalent within the Akan community of Ghana. The curriculum implementation process is a central mandate for every schoolteacher, shaping the educational landscape. The formal system of school mathematics adheres to a distinct curriculum framework, often characterized by Western educational standards. However, this study explores the interconnectedness between this formal curriculum and the informal ethnomathematical practices embedded within Akan culture. The research aims to elucidate how Akan ethnomathematics can inform and enrich the formal school-based mathematics curriculum implementation by examining the interface between these two realms. Through this exploration, the study explores novel approaches to curriculum design and implementation, fostering a more inclusive and culturally responsive educational environment.

Keywords


Academic Performance; Entering Characteristics; School Background; School Placement; Students Background

Full Text:

PDF

References


Herawaty, D., Widada, W., Novita, T., Waroka, L., & Lubis, A. N. M. T. (2018, September). Students’ metacognition on mathematical problem solving through ethnomathematics in Rejang Lebong, Indonesia. In Journal of Physics: Conference Series 1088(1), 012089.

Ilyyana, K., & Rochmad, R. (2018). Analysis of problem solving ability in quadrilateral topic on model eliciting activities learning containing Ethnomathematics. Unnes Journal of Mathematics Education Research, 7(1), 130-137.

MOE. (2020). Mathematics Common Core programme Curriculum for B7- B10 (NaCCA (ed.); 1st ed., Issue February). NaCCA. www.nacca.gov.gh

Mosimege, M. (2017). Listening to the voices of the knowledge holders: the role of language in ethnomathematical research. Ethnomathematics and its Diverse Approaches for Mathematics Education, 51-67.

MuzdaIipah, & Yulianto, E. (2018). Ethnomathematics study: The technique of counting fish seeds (Osphronemus gouramy) of sundanese style. Journal Of Medives: Journal Of Mathematics Education IKIP Veteran Semarang, 2(1), 25-40.

Nursyahidah, F., Saputro, B. A., & Rubowo, M. R. (2018). Students Problem Solving Ability Based on Realistic Mathematics with Ethnomathematics. Journal of Research and Advances in Mathematics Education, 3(1), 13-24.

Owusu-Darko, I., Apoenchir, H. K., & Mensah, J. Y. (2022). Mathematical Constructs–What are These, and Their Interconnection with Ethnomathematical Concepts. Indonesian Journal of Ethnomathematics, 1(2), 89-104.

Shapiro, J. (2001). Ethnomathematics-challenging eurocentrism in mathematics education. RADICAL STATISTICS, 76, 78-82.

Widada, W., Herawaty, D., Anggoro, A. F. D., Yudha, A., & Hayati, M. K. (2019, April). Ethnomathematics and outdoor learning to improve problem solving ability. In International Conference on Educational Sciences and Teacher Profession (ICETeP 2018) (pp. 13-16). Atlantis Press.

Yosopranata, D., Zaenuri, Z., & Mashuri, M. (2018). Mathematical connection ability on creative problem solving with ethnomathematics nuance learning model. Unnes Journal of Mathematics Education, 7(2), 108-113.


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: [email protected]


ISSN: 2775-8001


View My Stats