![]() ![]() Journal of Research & Method in Education, 5(6), 66–70. Constructivism: A Paradigm for Teaching and Learning. For the Learning of Mathematics, 14(2), 36–43.īada, & Olusegun, S. Research results indicate that there are mathematical ideas in the layout of tui gubuk and the architecture of Segenter traditional house that can be made as the learning sources of mathematics and can be developed in mathematics learning, especially in materials of set and geometry, both geometry of space and flat geometry.Īscher, M., & D’Ambrosio, U. Data were collected through an observation and interviews with Adat figures, cultural anthropologists, and traditional leaders who have the knowledge of the customs and culture of Bayan people, which consisted of three informants. This study was conducted in the traditional village of Segenter, Sukadana Village, Bayan District. ![]() ![]() This study was a qualitative research with ethnographic method. This research aims to explore mathematical ideas in the layout of tui gubuk and the architecture of Segenter traditional house that can be made as mathematics learning sources. The presence of ethnomathematics provides many opportunities to discover unique mathematical ideas exist in the traditional culture. Based on the occurring phenomenon, ethnomathematics study is made as the connector between mathematics and culture. However, many perceive that mathematics is culture-free. Students contemplating Honours should take MATH 211, MATH 238, and MATH 277.Mathematics is found in many activities of traditional culture. Courses in mathematics and statistics at the 200-level other than those listed in this section are not acceptable as part of a major in mathematics. ![]() Students contemplating Honours should choose MATH 276.Ĭhoose the remaining 21 credit units from the following, using the following rules:Ĭhoose at least 12 credit units that are at the 300-level or higher.
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