Article Sidebar

Published
Feb 23, 2025
Download
Statistic
Read Counter : 0

Main Article Content

Abstract

This research explores the potential of ethnomathematical and mathematical connections in fostering meaningful learning through problem-solving in brick-making. Despite the importance of such connections in mathematics education, students often struggle with contextualized verbal problems related to daily life. A qualitative ethnographic methodology involved a workshop divided into three stages. Fourteen pre-service mathematics teachers in northern Colombia enrolled in an ethnomathematics course participated. Participant observation was used during the workshop to document how students solved problems and engaged with the material. Data analysis was guided by the Extended Theory of Connections and the Onto-semiotic Approach. The study examined the mathematics emerging from brick production, focusing on problems involving area, volume, and proportional reasoning. Ethnomathematical connections were emphasized, providing a foundation for pre-service teachers to solve problems related to the area and volume of bricks. Various mathematical connections were identified, such as representation, procedural understanding, meaning, and modelling. The research concluded with feedback from researchers, highlighting the educational potential of integrating mathematics with real-world tasks like brick-making. This study provides valuable insights for pre-service teachers in designing contextualized, meaningful math problems.

Keywords

Mathematical and ethnomathematical connections Mathematics education Meaningful learning Onto-semiotic approach Pre-service mathematics teachers

Article Details

Creative Commons License

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

References

  1. Abah, J. A., Atondo, G. T., & Kwaghwa, J. T. (2020). The ethnomathematics of indigenous burnt bricks production in the Benue Valley. VillageMath Educational Review (VER), 1(1), 11-25.

  2. Afgani, M. W., & Paradesa, R. (2021). PISA-like problems using Islamic ethnomathematics approach. Infinity Journal, 10(2), 203-216. https://doi.org/10.22460/infinity.v10i2.p203-216

  3. Alarcón-Anco, R. J., & de la Cruz, H. N. F. (2021). Aplicación de algoritmos etnomatemáticos en el aprendizaje significativo de estudiantes universitarios. INNOVA Research Journal, 6(1), 195-215. https://doi.org/10.33890/innova.v6.n1.2021.1522

  4. Aroca-Araújo, A. (2022). A didactic approach of the ethnomathematics program. Tecné, Episteme y Didaxis: TED(52), 211-248.

  5. Aroca-Araujo, A., Blanco-Álvarez, H., & Gil, D. (2016). Etnomatemática y formación inicial de profesores de matemáticas: el caso colombiano. Revista Latinoamericana de Etnomatemática Perspectivas Socioculturales de la Educación Matemática, 9(2), 85-102.

  6. Ausubel, D. (1983). Teoría del aprendizaje significativo. Fascículos de CEIF, 1, 1-10.

  7. Blanco, M. A., Blanco, M. E., & Hinojo, B. T. V. (2021). Actividades de bienestar emocional propuesta para el desarrollo del aprendizaje significativo en tiempos de postpandemia [Emotional well-being activities proposed for the development of meaningful learning in post-pandemic times]. Conrado, 17(80), 330-338.

  8. Bryce, T. G. K., & Blown, E. J. (2024). Ausubel’s meaningful learning re-visited. Current Psychology, 43(5), 4579-4598. https://doi.org/10.1007/s12144-023-04440-4

  9. Businskas, A. M. (2010). Conversations about connections : How secondary mathematics teachers conceptualize and contend with mathematical connections. Dissertation. Simon Fraser University. Retrieved from https://bac-lac.on.worldcat.org/oclc/755208445

  10. Campos-Capcha, B. B., Mathews, W. G., & Pérez, C. W. D. (2023). Etnomatemática como estrategia de aprendizaje en los niños [Ethno-mathematics as a learning strategy for children ]. Horizontes. Revista de Investigación En Ciencias de La Educación, 7(29), 1289-1300. https://doi.org/10.33996/revistahorizontes.v7i29.591

  11. Cantillo-Rudas, B. M., Rodríguez-Nieto, C. A., Moll, V. F., & Rodríguez-Vásquez, F. M. (2024). Mathematical and neuro-mathematical connections activated by a teacher and his student in the geometric problems-solving: A view of networking of theories. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), em2522. https://doi.org/10.29333/ejmste/15470

  12. Cantoral, R., Montiel, G., & Reyes-Gasperini, D. (2015). El programa socioepistemológico de investigación en Matemática Educativa: el caso de Latinoamérica [Socioepistemological program of Mathematics Education Research: the Latin America's case]. Revista latinoamericana de investigación en matemática educativa, 18(1), 5-17. https://doi.org/10.12802/relime.13.1810

  13. Castro-Inostroza, A., Rodríguez-Nieto, C. A., Aravena-Pacheco, L., Loncomilla-Gallardo, A., & Pizarro-Cisternas, D. (2020). Nociones matemáticas evidenciadas en la práctica cotidiana de un carpintero del sur de Chile [Mathematical notions evidenced in the daily practice of a carpenter from south Chile]. Revista Científica, 39(3), 278-295. https://doi.org/10.14483/23448350.16270

  14. Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. routledge. https://doi.org/10.4324/9780203224342

  15. Cordero Tigsi, C. M., & Segarra Tenesaca, A. S. (2023). Rincón de música para el fortalecimiento del aprendizaje significativo en educación infantil familiar comunitaria en la escuela de educación intercultural bilingüe “mushuc ñan” Tungurahua Thesis. Universidad Nacional de Educación]. Retrieved from http://201.159.222.12:8080/handle/56000/3107

  16. D’Ambrosio, U. (2020). Ethnomathematics: past and future. Revemop, 2.

  17. Dolores-Flores, C., & García-García, J. (2017). Conexiones Intramatemáticas y extramatemáticas que se producen al resolver problemas de cálculo en contexto: un estudio de casos en el nivel superior [Intra-mathematics and extra-mathematics connections that occur when solving calculus problems in a context: A case study in higher level education]. Bolema: Boletim de Educação Matemática, 31(57), 158-180. https://doi.org/10.1590/1980-4415v31n57a08

  18. Downton, A., & Livy, S. (2022). Insights into students’ geometric reasoning relating to prisms. International Journal of Science and Mathematics Education, 20(7), 1543-1571. https://doi.org/10.1007/s10763-021-10219-5

  19. Eli, J. A., Mohr-Schroeder, M. J., & Lee, C. W. (2011). Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks. Mathematics Education Research Journal, 23(3), 297-319. https://doi.org/10.1007/s13394-011-0017-0

  20. Evitts, T. A. (2004). Investigating the mathematical connections that preservice teachers use and develop while solving problems from reform curricula. Dissertation. The Pennsylvania State University.

  21. Font Moll, V., & Rodríguez-Nieto, C. A. (2024). Naturaleza y papel de las conexiones en la enseñanza y el aprendizaje de las matemáticas. Avances de investigación en Educación Matemática(25), 1-7. https://doi.org/10.35763/aiem25.6777

  22. Font Moll, V., Trigueros, M., Badillo, E., & Rubio, N. (2016). Mathematical objects through the lens of two different theoretical perspectives: APOS and OSA. Educational Studies in Mathematics, 91(1), 107-122. https://doi.org/10.1007/s10649-015-9639-6

  23. Garcés-Cobos, L. F., Vivas, Á. M., & Jaramillo, E. S. (2018). El aprendizaje significativo y su relación con los estilos de aprendizaje. In Revista Anales, (Vol. 1, pp. 231-248).

  24. García-García, J. (2019). Estrategias en la resolución de problemas algebraicos en un contexto intercultural en el nivel superior [Strategies in solving algebraic problems in an intercultural context in Higher Education]. Bolema: Boletim de Educação Matemática, 33, 205-225. https://doi.org/10.1590/1980-4415v33n63a10

  25. García-García, J., & Dolores-Flores, C. (2018). Intra-mathematical connections made by high school students in performing calculus tasks. International Journal of Mathematical Education in Science and Technology, 49(2), 227-252. https://doi.org/10.1080/0020739X.2017.1355994

  26. García-García, J., & Dolores-Flores, C. (2021). Pre-university students’ mathematical connections when sketching the graph of derivative and antiderivative functions. Mathematics Education Research Journal, 33(1), 1-22. https://doi.org/10.1007/s13394-019-00286-x

  27. Godino, J. D. (2022). Emergencia, estado actual y perspectivas del enfoque ontosemiótico en educación matemática [Emergence, current status and perspectives of the onto-semiotic approach in mathematics education]. Revista Venezolana de Investigación en Educación Matemática, 2(2), e202201. https://doi.org/10.54541/reviem.v2i2.25

  28. Godino, J. D., Batanero, C., & Font, V. (2019). The onto-semiotic approach. For the learning of Mathematics, 39(1), 38-43.

  29. Kusuma, D. A., & Dwipriyoko, E. (2021). The relationship between musical intelligence and the enhancement of mathematical connection ability using ethnomathematics and the mozart effect. Infinity Journal, 10(2), 191-202. https://doi.org/10.22460/infinity.v10i2.p191-202

  30. Ledezma, C., Andrés Rodríguez-Nieto, C., & Font, V. (2024). The role played by extra-mathematical connections in the modelling process. Avances de investigación en Educación Matemática, 25, 81-103. https://doi.org/10.35763/aiem25.6363

  31. Leinwarnd, S. E. (2014). Principles ro actions: Ensuring Mathematical success for all. National council of teachers of mathematics.

  32. Mansilla, L. E., Castro, A. N., & Rodríguez-Nieto, C. A. (2023). Conexiones etnomatemáticas en el aula: Implementación de una secuencia etnomatemática basada en la pesca del sur de Chile [Ethnomathematical connections in the classroom: Implementation of an ethnomathematical sequence based on fishing in southern Chile]. Información tecnológica, 34(2), 53-64.

  33. Marrero, N. S. (2021). La etnomatemática. Su importancia para un proceso de enseñanza aprendizaje con significación social y cultural [Ethnomathematics. Its importance for a teaching-learning process with social and cultural significance]. Conrado, 17(82), 103-110.

  34. Matienzo, R. (2020). Evolución de la teoría del aprendizaje significativo y su aplicación en la educación superior [Evolution of the theory of meaningful learning and its application in higher education]. Dialektika: Revista De Investigación Filosófica Y Teoría Social, 2(3), 17-26.

  35. Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguaje, matemáticas, ciencia y ciudadanas [Basic standards for language, mathematics, science and citizenship skills]. Ministerio de Educación Nacional.

  36. Ministerio de Educación Nacional. (2016). Derechos básicos de aprendizaje en matemáticas [Basic rights to learning in mathematics]. Ministerio de Educación Nacional.

  37. Montes-Osorio, T. J., & Deroncele-Acosta, A. (2023). Hacia una didáctica innovadora para potenciar aprendizaje significativo de matemáticas en la generación Z [Towards innovative didactics to enhance meaningful math learning in gen z]. Revista Universidad y Sociedad, 15(2), 177-186.

  38. Pabón-Navarro, M., Rodríguez-Nieto, C., & Povea-Araque, A. (2022). Ethnomathematical connections in bricks making in Salamina-Magdalena, Colombia, and geometric treatment with GeoGebra. Turkish Journal of Computer and Mathematics Education, 13(03), 257-273.

  39. Posso-Pacheco, R. J., Benítez-Hurtado, O. L., Hernández-Pillajo, P. C., Marcillo-Ñacato, J. C., & Palacios-Zumba, E. M. (2022). La contextualización del currículo priorizado ecuatoriano: una conexión con la realidad de la comunidad educativa [The contextualization of the Ecuadorian prioritized curriculum: a connection with the reality of the educational community]. Revista EDUCARE-UPEL-IPB-Segunda Nueva Etapa 2.0, 26(1), 324-340. https://doi.org/10.46498/reduipb.v26i1.1628

  40. Premkumar, M., Devi, G. N. R., & Sowmya, R. (2020). Design and implementation of brick making machine integrated with smart IIoT application. International Journal of Computing and Digital Systems, 9(3), 471-481.

  41. Quesada, R. (2008). Estrategias para el aprendizaje significativo [Strategies for meaningful learning]. Limusa.

  42. Quispe, V. P., & Janto, E. Y. (2022). Estrategias de enseñanza y aprendizaje de etnomatemática en los pueblos andinos [Teaching and learning strategies of ethnomathematics in Andean communities]. Revista De Investigación Científica, 1(1), 165-190.

  43. Restrepo, E. (2016). Etnografía: alcances, técnicas y éticas [Ethnography: scope, techniques and ethics]. Envión editores.

  44. Rodríguez-Nieto, C., García, G. M., & Araújo, A. A. (2019). Dos sistemas de medidas no convencionales en la pesca artesanal con cometa en Bocas de Cenizas [Two non-conventional measurement systems in artisanal kite fishing in Bocas de Cenizas]. Revista Latinoamericana de Etnomatemática, 12(1), 6-24.

  45. Rodríguez-Nieto, C. A. (2020). Explorando las conexiones entre sistemas de medidas usados en prácticas cotidianas en el municipio de Baranoa [Exploring the connections between measurement systems used in everyday practices in the municipality of Baranoa]. IE Revista de Investigación Educativa de la REDIECH(11), e857. https://doi.org/10.33010/ie_rie_rediech.v11i0.857

  46. Rodríguez-Nieto, C. A. (2021). Conexiones etnomatemáticas entre conceptos geométricos en la elaboración de las tortillas de Chilpancingo, México [Ethnomathematical connections between geometric concepts in the preparation of tortillas in Chilpancingo, Mexico]. Revista de investigación, desarrollo e innovación, 11(2), 273-296. https://doi.org/10.19053/20278306.v11.n2.2021.12756

  47. Rodríguez-Nieto, C. A., & Alsina, Á. (2022). Networking between ethnomathematics, STEAM education, and the globalized approach to analyze mathematical connections in daily practices. Eurasia Journal of Mathematics Science and Technology Education, 18(3), em2085. https://doi.org/10.29333/ejmste/11710

  48. Rodríguez-Nieto, C. A., Cabrales-González, H. A., Arenas-Peñaloza, J., Schnorr, C. E., & Moll, V. F. (2024). Onto-semiotic analysis of Colombian engineering students’ mathematical connections to problems-solving on vectors: A contribution to the natural and exact sciences. Eurasia Journal of Mathematics, Science and Technology Education, 20(5), em2438. https://doi.org/10.29333/ejmste/14450

  49. Rodríguez-Nieto, C. A., & Escobar-Ramírez, Y. C. (2022). Conexiones etnomatemáticas en la elaboración del sancocho de guandú y su comercialización en Sibarco, Colombia [Ethnomathematical connections in the making of the guandú soup and its commercialization in Sibarco, Colombia]. Bolema: Boletim de Educação Matemática, 36(74), 971-1002. https://doi.org/10.1590/1980-4415v36n74a02

  50. Rodríguez-Nieto, C. A., Font Moll, V., Borji, V., & Rodríguez-Vásquez, F. M. (2022). Mathematical connections from a networking of theories between extended theory of mathematical connections and onto-semiotic approach. International Journal of Mathematical Education in Science and Technology, 53(9), 2364-2390. https://doi.org/10.1080/0020739X.2021.1875071

  51. Rodríguez-Nieto, C. A., Rodríguez-Vásquez, F. M., & Moll, V. F. (2022). A new view about connections: the mathematical connections established by a teacher when teaching the derivative. International Journal of Mathematical Education in Science and Technology, 53(6), 1231-1256. https://doi.org/10.1080/0020739X.2020.1799254

  52. Ruiz-Soto, I. S. (2018). Estrategia didáctica para el fortalecimiento del cálculo de perímetro, área y volumen mediante el uso de prismas de bases rectangulares bajo el enfoque de enseñanza para la comprensión (EpC) en estudiantes de cuarto de primaria del Colegio de la Compañía de María “La Enseñanza” de Medellín. Universidad Nacional de Colombia.

  53. Sudirman, S., García-García, J., Rodríguez-Nieto, C. A., & Son, A. L. (2024). Exploring junior high school students' geometry self-efficacy in solving 3D geometry problems through 5E instructional model intervention: A grounded theory study. Infinity Journal, 13(1), 215-232. https://doi.org/10.22460/infinity.v13i1.p215-232

  54. Sudirman, S., Rodríguez-Nieto, C. A., & Bonyah, E. (2024). Integrating ethnomathematics and ethnomodeling in Institutionalization of school mathematics concepts: A study of fishermen community activities. Journal on Mathematics Education, 15(3), 835-858. https://doi.org/10.22342/jme.v15i3.pp835-858

  55. Trujillo-Alarcón, E. R., Alvis-Puentes, J. F., & Peña-Morales, M. L. (2022). Aproximación al desarrollo de la competencia matemática resolver problemas: un aporte desde la función cuadrática. TANGRAM-Revista De Educação Matemática, 5(1), 136-159. https://doi.org/10.30612/tangram.v5i1.15770

  56. Umbara, U., Prabawanto, S., & Jatisunda, M. G. (2023). Combination of mathematical literacy with ethnomathematics: How to perspective sundanese culture. Infinity Journal, 12(2), 393-414. https://doi.org/10.22460/infinity.v12i2.p393-414

  57. Vallori, A. B. (2014). Meaningful learning in practice. Journal of education and human development, 3(4), 199-209.

  58. Vásquez-Ramírez, C. J. (2019). Narrativa pedagógica del proceso de identificación y análisis de las estrategias para la resolución de problemas en estudiantes del grado décimo de la institución educativa Teófilo Roberto Potes de la ciudad de Buenaventura a través del aprendizaje de las figuras geométricas. Thesis. Universidad Autónoma de Manizales.