Ethnomathematics: Predicting the Average Height of the Bali Mula Ancestors using Linear Regression

Authors

DOI:

https://doi.org/10.25273/jipm.v8i1.3863

Keywords:

Ethnomathematics, Linier Regression, Bali Mula, Traditional House

Abstract

This research is a study of Ethnomathematics. In this case, we view Ethnomathematics as an intersection between mathematics, mathematical modelling, and cultural anthropology. The purpose of this study is to determine the average height of Bali Mula ancestors communities in the area of Ancient Caldera Batur. We use exploration, observation, experimentation, documentation, and interviews method. In the initial stage of the study, we determine the relationship between the finger length index and the height body of Bali Mula male. The linear regression equation expresses the relationship, which is a length of the index finger as a predictor variable. Moreover, measure the pillars width of some houses Saka Roras and substituting it, we have the regression equation. Consequently, we estimate the average height of the Bali Mula ancestors in Kintamani area are 165 cm. Since it contains linier regression concepts, prediction the average height of Bali Mula ancestors from their traditional homes may be used as the context in mathematical (statistical) learning at school or university.

Downloads

Download data is not yet available.

References

Adam, N. A. (2010). Mutual interrogation: A methodological process in ethnomathematical research. Procedia - Social and Behavioral Sciences, 8(5), 700–707. https://doi.org/10.1016/j.sbspro.2010.12.097

Amit, M., & Qouder, F. A. (2017). Ethnomathematics and its Diverse Approaches for Mathematics Education. 23–51. https://doi.org/10.1007/978-3-319-59220-6

Ascher, M. (1995). Models and Maps from the Marshall Islands: A Case in Ethnomathematics. Historia Mathematica, 22(4), 347–370. https://doi.org/10.1006/hmat.1995.1030

Chiang, H. M., & Lin, Y. H. (2007). Mathematical ability of students with Asperger syndrome and high-functioning autism: A review of literature. Autism, 11(6), 547–556. https://doi.org/10.1177/1362361307083259

Cimen, O. A. (2014). Discussing Ethnomathematics: Is Mathematics Culturally Dependent? Procedia - Social and Behavioral Sciences, 152, 523–528. https://doi.org/10.1016/j.sbspro.2014.09.215

D’Ambrosio, U., & D’Ambrosio, B. S. (2013). The Role of Ethnomathematics in Curricular Leadership in Mathematics Education. Journal of Mathematics Education at Teachers College, 4, 19–25.

Darmayasa, J. B. (2016). Eksplorasi Ethnomathematics dalam Ajaran Asta Kosala-Kosali untuk Memperkaya Khasanah Pendidikan Matematika. Prosiding Seminar Nasional MIPA 2016, 1–7.

Dündar, S., Temel, H., & Gündüz, N. (2016). Development of a mathematical ability test: a validity and reliability study. International Journal of Mathematical Education in Science and Technology, 47(7), 1061–1075. https://doi.org/10.1080/0020739X.2016.1153734

Grover, S., & Pea, R. (2013). Educational Researcher. https://doi.org/10.3102/0013189X12463051

Ishtiaq, M. (2019). Book Review Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage. English Language Teaching, 12(5), 40. https://doi.org/10.5539/elt.v12n5p40

Jurdak, M. (2016). Learning and teaching real world problem solving in school mathematics: A multiple-perspective framework for crossing the boundary. Learning and Teaching Real World Problem Solving in School Mathematics: A Multiple-Perspective Framework for Crossing the Boundary, 1–199. https://doi.org/10.1007/978-3-319-08204-2

Kilpatrick, J. (2016). Reformulating: Approaching mathematical problem solving as inquiry. In Posing and Solving Mathematical Problems: Advances and New Perspectives. https://doi.org/10.1007/978-3-319-28023-3

Lesser, L. M. (2006). Book of Numbers: Exploring Jewish Mathematics and Culture at a Jewish High School. The Journal of Mathematics and Culture, 6(1), 8–31. https://doi.org/10.1192/bjp.111.479.1009-a

Massarwe, K., Verner, I. M., & Bshouty, D. B. (2011). The Elements of Creativity and Giftedness in Mathematics. The Elements of Creativity and Giftedness in Mathematics, (January). https://doi.org/10.1007/978-94-6091-439-3

Mosimege, M., & Ismael, A. (2004). Ethnomathematical studies on indigenous games: examples from Southern Africa. Icme-10, 14, 107–118.

Ngu, L., Hanafi, Z., Taslikhan, M., & Raman, A. (2016). Influence of emotional intelligence on students’ academic achievements. International Journal of Humanities and Social Science Research, 2(3), 41–46.

Owens, K. (2014). The impact of a teacher education culture-based project on identity as a mathematically thinking teacher. Asia-Pacific Journal of Teacher Education, 42(2), 186–207. https://doi.org/10.1080/1359866X.2014.892568

Owens, K. (2015). An Ecocultural Perspective on Visuospatial Reasoning in Geometry and Measurement Education. In Visuospatial Reasoning. Springer International Publishing.

Shirley, L. (2001). Ethnomathematics as a fundamental of instructional methodology. ZDM - International Journal on Mathematics Education, 33(3), 85–87. https://doi.org/10.1007/BF02655699

Verner, I., Massarwe, K., & Bshouty, D. (2013). Constructs of engagement emerging in an ethnomathematically-based teacher education course. Journal of Mathematical Behavior, 32(3), 494–507. https://doi.org/10.1016/j.jmathb.2013.06.002

Downloads

Published

09/27/2019

Issue

Vol. 8 No. 1 (2019): September

Section

Articles

License

Every accepted manuscript should be accompanied by "Copyright Transfer Agreement" prior to the article publication.

Creative Commons License
JIPM (Jurnal Ilmiah Pendidikan Matematika) by http://e-journal.unipma.ac.id/index.php/JIPM is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

Â