INTERACTIONS BETWEEN SOCIOCULTURAL PERSPECTIVES OF MATHEMATICAL MODELLING AND ETHNOMATHEMATICS IN AN ETHNOMODELLING APPROACH
DOI:
https://doi.org/10.37781/vidya.v43i2.4606Abstract
Local (emic) knowledge interrelationships related to assorted school/academic knowledge areas are important to enable a more precise understanding about a particular field of study in relation to diverse forms of mathematics. These interrelations are addressed, especially wherever one needs to understand specific concepts acquired in school/academic knowledge broadly-based on mathematics, which may be supported by ethnomodelling. The main goal of this theoretical article is to further advance the development of important theoretical basis for ethnomodelling, which considers the polysemic interactions between sociocultural perspectives of mathematical modelling and ethnomathematics in an ethnomodelling approach. Thus, when students are encouraged to examine mathematical activities in their own sociocultural contexts, they can realize that mathematics procedure and practice are not trivial as they see them connected to their daily lives. The main contribution of this article is to develop awareness among students regarding analyzing the connection between both traditional and non-traditional learning settings through ethnomodelling.