Indigenous Students’ Images and Metaphors of Mathematics

Authors

  • Nur Hidayah Masni Abdullah Mathematical Sciences Studies, College of Computing, Informatics and Media, Universiti Teknologi MARA Pahang Jengka Campus, 26400 Bandar Tun Abdul Razak Jengka, Pahang, Malaysia
  • Zulkifli Ab Ghani Hilmi Mathematical Sciences Studies, College of Computing, Informatics and Media, Universiti Teknologi MARA Pahang Jengka Campus, 26400 Bandar Tun Abdul Razak Jengka, Pahang, Malaysia
  • Roselah Osman Mathematical Sciences Studies, College of Computing, Informatics and Media, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia
  • Nazirah Ramli Mathematical Sciences Studies, College of Computing, Informatics and Media, Universiti Teknologi MARA Pahang Jengka Campus, 26400 Bandar Tun Abdul Razak Jengka, Pahang, Malaysia
  • Nazihah Ismail Mathematical Sciences Studies, College of Computing, Informatics and Media, Universiti Teknologi MARA Pahang Jengka Campus, 26400 Bandar Tun Abdul Razak Jengka, Pahang, Malaysia

DOI:

https://doi.org/10.37134/jsml.vol11.2.7.2023

Keywords:

Images, Indigenous, Knowledge of Mathematics, Metaphors

Abstract

Images and metaphors have a significant impact on indigenous students' mathematical knowledge. Several studies on indigenous education have found that indigenous students have very different ideas about learning mathematics. In this regard, research on images of mathematics and metaphors related to mathematics learning held by indigenous students is considered distinct and novel in relation to past research. The purpose of this case study is to investigate indigenous students' mathematical images and metaphors in Pahang, Malaysia. A purposive sampling technique was used to collect data digitally, and descriptive analysis was performed on the responses of thirty-one indigenous students. The use of images and metaphors as constructions gives a glimpse into how students view themselves as mathematics learners and what they do while learning mathematics. Furthermore, images and metaphors help in the construction of meaning for abstract mathematical concepts because they connect to a variety of different senses. The findings of the study suggest that most indigenous students believe that knowledge of mathematics comes from the Creator. Humans, in particular, construct knowledge based on their reasoning, sensory experience, and guidance from the Creator. The results of the study could be used in the future to promote quality education for indigenous students

Downloads

Download data is not yet available.

References

Adnan M, Puteh M, Zakaria E. (2011). Analyzing mathematics beliefs of pre-service teachers using confirmatory factor analysis. Asian Journal of University Education, 7(2), 81-92.

Cimen OA. (2014). Discussing ethnomathematics: Is mathematics culturally dependent? Proceeding of ERPA International Congress on Education, 523-528.

d'Entremont Y. (2015). Linking mathematics, culture and community. Procedia – Social and Behavioral Sciences, 174, 2818-2824.

Erdogan A, Yazlik DO, Erdik, C. (2014). Mathematics teacher candidates' metaphors about the concept of 'Mathematics'. International Journal of Education in Mathematics, Science and Technology, 2(4), 289-299.

Ezeife AN. (2011). A cultural and environmental spin to Mathematics education research implementation experience in a Canadian aboriginal community. First Nations Perspectives, 4(1), 2-39.

Furinghetti F. (1993). Images of mathematics outside the community of mathematicians: Evidence and explanations. For the Learning of Mathematics, 95(4), 195-205.

Howard P, Perry B. (2005). Learning mathematics: Perspectives of Australian aboriginal children and their teachers. In H.L. Chick & J.L. Vincent (Eds.). Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, 3, 153-160.

Ignas V. (2004). Opening doors to the future: Applying local knowledge in curriculum development. Canadian Journal of Native Education, 28, 49-60.

Inan C. (2015). Investigation of the perceptions of students on mathematics course via the pictures they draw. Universal Journal of Educational Research, 3(11), 800-809.

Kittay E. (1991). Metaphor: Its cognitive force and linguistic structure. Journal of Philosophy, 88(6), 324-330.

Latterell CM, Wilson JL. (2017). Metaphors and mathematical identity: Math is like a tornado in Kansas. Journal of Humanistic Mathematics, 7(1), 46-61.

Letsekha T, Wiebesiek-Pienaar LW, Meyiwa T. (2014). Reflecting on the development of context-relevant teaching tools using local and indigenous knowledge. Procedia-Social and Behavioral Sciences, 116, 4577-4581.

Nik Pa NA. (2016). Perspektif bersepadu sejagat dalam pendidikan Matematik. Kuala Lumpur: Penerbit Universiti Malaya.

Osman R, Hilmi, ZAG, Ramli N, Abdullah NHM. (2020). Metaphors and images of Mathematics among secondary school students. ASM Science Journal, 13, 1-7.

Osman R. (2012). Images of Mathematics held by students of Diploma in Actuarial Science. Procedia -Social and Behavioral Sciences, 8, 219-227.

Osman R. (2015). Konsepsi matematik dalam kalangan pelajar Diploma Sains Aktuari. PhD Thesis, Universiti Malaya, Kuala Lumpur, Malaysia.

Picker SH, Berry JS. (2000). Investigating pupils' images of mathematicians. Educational Studies in Mathematics, 43(1), 65-94.

Pirie S. (1988). Understanding: Instrumental, relational, formal, intuitive. How can we know? For the Learning of Mathematics, 8(3), 2-6.

Prediger S. (2004). Intercultural perspectives on mathematics learning-developing a theoretical framework. International Journal of Science and Mathematics Education, 2(3), 377-406.

Rock D, Shaw JM. (2000). Exploring children's thinking about mathematicians and their work. Teaching Children Mathematics, 6(9), 550-555.

Sam LC. (1999). Public images of mathematics. PhD Thesis, University of Exeter, England.

Schlimm D. (2016). Metaphors for mathematics from Pasch to Hilbert. Philosophia Mathematica, 24(3), 308-329.

Shaari AS, Yusoff, N, Ghazali MI, Dali MH. (2011). Kanak-kanak minoriti Indigenous di Malaysia: Menggapai literasi Bahasa Melayu. Malay Language Journal Education, 1(2), 59-70.

Sicat LV, David MAD. (2011). Performance in basic mathematics of indigenous students. Universal Journal of Educational Research, 4(2), 320-325.

Singh P. (2009). Variation in first year college students’ understanding on their conceptions of and approaches to solving mathematical problems. Asian Journal of University Education, 5 (1), 95-118.

Syed Muhammad Naquib A. (1995). Prolegomena to the metaphysics of Islam. Kuala Lumpur: International Institute of Islamic Thought and Civilization.

Teoh SH, Surubi J. (2015). Students' attitudes towards mathematics. Asian Journal of University Education, 11(2), 95-108.

Verner I, Massarwe K, Bshouty D. (2013). Constructs of engagement emerging in an ethnomathematical-based teacher education course. The Journal of Mathematical Behavior, 32(3), 494-507.

Weldeana HN. (2015). Gender positions and high school students' attainment in local geometry. International Journal of Science and Mathematics Education, 13(6), 1331-1354.

Wong KY, Kaur B, Koay P, Yusof J. (2007). Singapore and Brunei Darussalam: Internalisation and globalisation through practices and bilateral mathematics study. In R. Vithal et al. (Eds.), Internalisation and globalisation in mathematics and science education, 441-463.

Yazlik DO, Erdogan A. (2018). Examining the image of prospective teachers towards mathematicians. Universal Journal of Educational Research, 6(1), 42-56.

Yee SP. (2017). Students' and teachers' conceptual metaphors for mathematical problem solving. School Science and Mathematics, 117, 146-157.

Downloads

Published

2023-07-03

How to Cite

Abdullah, N. H. M., Ab Ghani Hilmi, Z., Osman, R., Ramli, N., & Ismail, N. (2023). Indigenous Students’ Images and Metaphors of Mathematics . Journal of Science and Mathematics Letters, 11(2), 57–65. https://doi.org/10.37134/jsml.vol11.2.7.2023

Most read articles by the same author(s)