The
Effect of Bedouin Ethnomathematics on Achievement in Primary Stage Mathematics
Courses and Behavior in Daily Life Situations
Type: M.A
theses in Math. Methodology
Author:
Bisher, Hisham Barakat
Under
supervision of:
Prof.
Dr. Maassouma
M. Kazim
Prof.
of Math. Teaching in-Girls College; Ain Shams University
Date:
23/6/ 2001
Summary:
Introduction:
Ethnomathematics
refers to a cluster of ideas concerning the history of mathematics, the
cultural roots of mathematics, the implicit mathematics in every day settings,
and mathematics education. Ethnomathematics, as an educational idea, suggests
that the content of mathematics education be rooted in the mathematics
implicit in the culture with which children are familiar.
Problems
of the study:
The
main question:
What
is the effect of Bedouin Ethnomathematics in teaching primary stage mathematics
courses on achievement and modifying behavior in daily life situation?
Sub
questions:
1.What
components of Bedouin Ethnomathematics exist in Bedouin society in the
North Sinai governorate ?
2.What
is the component of primary stage mathematics course?
3.What
is the suggested strategy to use Ethnomathematics in teaching?
4.What
is the effect of Ethnomathematics on cognitive achievement?
5.What
is the effect of Ethnomathematics on modifying behavior of pupils in daily
life situation?
Limitations:
This
study is limited to :
The
culture of Bedouins; the geographic area of the North Sinai governorate,
and a sample of pupils from nomadic area in North Sinai
Defination:
Ethnomathematics:
D’Ambrosio
(1985) Defines it : The particular way that specific cultural groups go
about the tasks of classifying ordering , counting and measuring .
Pompeu
(1992) defines it :
The
mathematics lessons based on knowledge which pupils bring from outside
the school.
In
this study, Ethnomathematics is defined to be :
The
mathematical processes and concepts included in the learners’ culture and
in their daily practice in life.
The
steps of the study:
The
study follows the following steps:
1.Revising
some of literature and previous studies concerning the scope of study,
and learning from its experiences in preparation of the theoretical framework.
2. Making
a list of Ethnomathematics basics to determine its dimensions.
3.Limiting
Ethnomathematics components to North Sinai Bedouin society, and categorizing
the list.
4.Specifying
the components of in-school math. Subject in primary stage by analyzing
the content of mathematics course.
5.Preparing
the suggested strategy to use Ethnomathematics in teaching
6.Preparing
the teacher guide of the suggested strategy.
7.Constructing
the tools of research:
A.Achievementtest
B.Behavior
test in daily life situations
1.Selecting
a Sample of primary stage pupils, and dividing it into two groups.
2.Pre-
Test of the two tests
3.Applying
the experimental study.
4.Post-Test
of the two tests.
5.Analyzing
and explaining the statistical processing of the study results.
6.Presenting
recommendations and proposals.
Research
Findings:.
1.There
are significant statistical differences at level (0.01) between the experimental
and the control group in post testing of the achievement test.
2.There
are significant statistical differences at level (0.01) between the experimental
and the control group in post testing of the test of modifying behavior
in daily life situations.
Research
Recommendations: Out of
the theoretical and empirical design of the study, there are a number of
recommendations:
1.Giving
special attention to student’s cultural background in mathematical curricula.
2. Training
in-service teachers to identify cultural activities in the surrounding
environment.
3.Training
in-service teachers to use Ethnomathematics and appropriate approaches
to teach it.
4.Making
the best use of Ethnomathematics list of North Sinai Bedouin.
Further
Research:This
research may lead to a number of new projects, including:
1.Designing
an in-service teacher training program in mathematics in the light of Ethnomathematics.
2.Conducting
similar studies on different stages in particular with kindergarten children
and adult education.
3.Conducting
similar studies on other cultural backgrounds such as, farmers, fishermen,
and Bedouin community in different places.
Hisham Bisher
Mathematics Teacher, M.A Ed
Egypt, alArish 45111
hie el salaymh-near of el salam Mosque
tel:002068-350579
<hbisher@hotmail.com>