Decomposition of Numbers: An Ethnomathematics Perspective in Sundanese Language Systems for Elementary School Mathematics Learning

• Uba Umbara ^[1]
  1. [1] Universitas Muhammadiyah Kuningan
• Localización: Avances de investigación en educación matemática: AIEM, ISSN-e 2254-4313, Nº. 26, 2024, págs. 129-146
• Idioma: español
• DOI: 10.35763/aiem26.4945
• Títulos paralelos:
  • Descomposición de números: una perspectiva etnomatemática en los sistemas lingüísticos sundaneses para el aprendizaje de las matemáticas en la escuela primaria
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Esta investigación se realizó para describir la forma de las etnomatemáticas en el sistema lin-güístico utilizado por el pueblo sundanés. El enfoque de investigación utilizado es un enfoque fenomeno-gráfico y etnometodológico, con un diseño de investigación etnográfico realista. Las técnicas de recolec-ción de datos se basan en la observación participante y entrevistas en profundidad, mientras que en el aná-lisis de datos se llevó a cabo con un análisis de contenido, técnicas de triangulación y determinación de patrones. Los resultados indican que la descomposición de los números utilizados por la comunidad es un múltiplo de 25 y contienen números especiales que son las peculiaridades de los números del 21 al 29. El concepto de decodificación de números realizado por la comunidad tiene relevanciapara ser adoptado en la enseñanza de las matemáticas en la escuela de educación.

  • English

    The current study aimed at describing the form of ethnomathematics in the language system used by the Sundanese people. The study employed phenomenographic and ethnomethodological through a realist ethnographic research design. Data collection techniques were used, including participatory ob-servation and in-depth interviews. Meanwhile, the study employed content analysis, triangulation, and pattern determination to analyse the data obtained. The results indicate that the decomposition of num-bers used by the community is a multiple of 25 and contains unique numbers peculiar to numbers 21 to 29. Therefore, the community’s concept of decoding numbers is relevant to be adopted into elementary school mathematics learning

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