The mathematical ideas involved in Maranao Weaving
DOI:
https://doi.org/10.25255/jss.2017.6.3.610.617Keywords:
Weaving, mathematical ideas, creativity, mathematical curriculumAbstract
Weaving is an art. It portrays the unique identity of the maker. It allures everyone seeing it. It is rich of mathematical ideas that reveal the creativity and critical thinking of the maker. This is what the teachers, school administrators, and curriculum planners want to develop to the students. Why not integrating it in the mathematics curriculum? Students of different levels of skills will have interest and fun in doing the activity like Maranao Kararawhile they are learning. They will be challenged to explore those concepts. Weaving activity will help solve many of the existing educational problems among students like valuing different cultures and application of concepts in reality.
This qualitative study presents the mathematical ideas explored in Karara designs of Maranao. There were 5 participants involved who were native Maranaos and whose ages ranges from 40 to 55 years old. Purposive sampling was employed for selecting the participants while interviews and observations were used to gather the data. These were recorded in audio. The mathematical concepts discovered by the researcher in the preparation, process, and designs of Karara are symmetries, congruency, patterns, counting, and estimation. The different geometric shapes contained in Karara designs are triangles, squares, rectangles, and other quadrilaterals. The results of the study illustrated equal computations of perimeters and areas of the involved shapes using the traditional estimation and the mathematical formulas taught in school. This study recommended that mathematics teachers, educators, and curriculum makers should use lessons with ethnomathematics activities because it provides rich and interesting concepts that can be discovered by the learners.
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References
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Frykholm, J. A. (1994).External variables s predictors of Van Hiele levels in algebra and geometry students. Reports – research / Technical, ED 372 924. Retrieved June 2011 from http://www.eric.ed.ov
Fuys, D. & Geddes, D. (1984). An investigation of Van Heile levels of thinking in geometry among sixth and ninth graders: reseah findings and ilications. report – research. Retrieved June 5, 2011 from http//: www.eric.ed.ov
Gerdes, P. (2007). Ethnomathematics as a new research field, illustrated by studies of mathematical ideas in African history
Guro, O. P. (2007). Factor associated with Muslim high school students mathematics performance for school yr 2008 – 2009 in three selected regions in Mindanao: basis for intervention. Graduate Forum, 8 (1to 3), 21 – 40. Marawi City: Mindanao State University
Halat, E. (2008). Reform – based curriculum and motivation in geometry. Eurasia Journal of mathematics and technology, 2008, 4(3), 285 – 202. Retrieved April 13, 2012 from http://www.ejmste.com
Hennink, M., Hutter, I., & Bailey, A. (2011). Qualitative research methods, 108 -132. London: Sage publications
Howard, P. (2011). Appreciating mathematics in indigenous context: valuing community and their knowledge. Mathted 2011 8th biennial international conference on mathematics education
Hussain, D.M. & Rosenorn, T. (2010). Case study: evaluation under POPBL model. 2010 international conference in science and mathematics education
Isoda, M. (2011). Problem solving approach in mathematics: how can we enable it through lesson study? Mathted 2011 8th biennial international conference on mathematics education
Isoda, M. (2010) Classroom assessment: affective & cognitive domains. 2010 international conference in science and mathematics education
Jeong, S. Jung, H., Kim, J., & Kim, Y. (2010). A survey &needs assessment of Korean in-service science teachers &training programs. 2010 international conference in science and mathematics education.
Achor, E. E., Imoko, B. I., & Uloko, E. S. (2009). Effect of ethnomathematics teaching approach on senior secondary students’ achievement and retention in locus. Educational research and review, 4(8), 385 – 390. Retrieved from http.//www.academicjournal.org/ERR on August 5, 2013.
Adam, S. (2004). Ethnomathematics ideas in the curriculum. Mathematics education research journal, 16(2), 49 – 68
Addawe, R. C. & Indong, D. I. (2010). Learning and understanding the difficulties of students in college algebra: challenge to teaching & research. 2010 international conference in science and mathematics education
Agad, M. S., Ulep, S. A., & Punzalan, A. E. (2010). Group interviews: realization in assessing mathematics. 2010 international conference in science and mathematics education.
Alangui, W.L., Aquino, A. R., Bacaoto, A. P. & Rapanut, T. A. (2011).The algebra of kinship system of Kan-Kana-ey of Mountain Province. Mathted 2011 8th biennial international conference on mathematics education
Atebe, H. U. (2008). Students’ Van Hiele levels of geometric thought and conception in plane geometry: a collective case study in Nigeria and South Africa. Retrieved April 13, 2012 from http://www. google.com
Baba, T. (2010). Lesson study in Japan and how this helps teachers and students develop high order thinking. 2010 international conference in science and mathematics education
Bassig, A. G. & Tan, E. L. (2011). On vertex-edge dualities in graphs: in teaching and research . Mathted 2011 8th biennial international conference on mathematics education
Bates, D. (20000. Mayan mathematics
Bautista, G. P. Jr., Lantonio, A. C., Quilang, C. M., & De La Torre, B. S. (2011). Building on students’ prior knowledge in introducing the parallel postulate. Mathted 2011 8th biennial international conference on mathematics education
Belardo, F. C. (2010). A look at students’ other skills through open ended problem solving in a contextual setting. 2010 international conference in science and mathematics education
Bernido, M. C. (2010). Linking curriculum, assessment, and instruction: the Central Visayan Institute Foundation experience. 2010 international conference in science and mathematics education
Bolivar, R. F. & Bolivar, L. A., Parco, J. B & Bolivar, M. F. (2010). Mathematics learning augmentation: from basic to complex applications. Mathted 2011 8th biennial international conference on mathematics education
Bolivar, R. F. & Bolivar, L. A., Parco, J. B & Bolivar, M. F. (2010). Learning science and mathematics with fun. 2010 international conference in science and mathematics education
Burger, W. F. & Shaugnessy, J. (1986). Characterizing the Van Hiele Levels of development in geometry. Journal for research on mathematics education, 17(1), 31 – 41. Retrieved April 19, 2011, from http://www.eric.ed.gov
Cabrillas, M. C. (2011). Development of instructional material using algebra as a tool in problem solving. Mathted 2011 8th biennial international conference on mathematics education
Cabrillas, M. C. (2011). Effectiveness of after class mathematics intervention program enhancing students problem solving skills. Mathted 2011 8th biennial international conference on mathematics education.
Chavez, M. R. (2010). Assessing students’ ideas about force. 2010 international conference in science and mathematics education
Chua, Q. L. (2010). Mentoring gifted students in non-routine problem solving in mathematics. 2010 international conference in science and mathematics education
Chua, Q. L. (2004). Informal mathematics: in tribes and streets. Budhi, 1(2)
Cooper, B. (2010). Exploring new assessment practices: practice, pupils, and pre-service teacher. 2010 international conference in science and mathematics education
Costillas, J. M. (2011). Product of binomial explains native finger mathematics. Mathted 2011 8th biennial international conference on mathematics education.
Creswell, J. W. (2012). Educational research. new york: Pearson
Culaste, I. (2011). Metacognitive dimensions on cognitive skills on mathematical problem solving among the Grade VI pupils in district I Quezon and Bukidnon. Mathted 2011 8th biennial international conference on mathematics education.
D. Ambrosia, U. (2001). What is ethnomathematics and how can it help children in schools. Teaching children mathematics, 7(6), 308
Dales, Z. (2010). Journal writing: an analysis of its effectiveness in teaching college algebra. 2010 international conference in science and mathematics education
De Guzman, A. B., Masa, G. B., Ortiz M. C., & Sambile S. C. (2011). Understanding Filipino secondary school students’ mathematics self-efficacy beliefs through ethnomathematics lens. Mathted 2011 8th biennial international conference on mathematics education
De Las Penas, M. N. (2011). Unravelling math wonders. Mathted 2011 8th biennial international conference on mathematics education.
Diaz, R. (2007). Digging for the root of the problem. Smart school program. Retrieved April 20, 2011, from http.://teachingtoday.glencoe.com/howtoarticles/projects-based-learning-in-mathematics 6
Diandyal, J. (2007). The need for an inclusive framework for students’ thinking in school geometry. The Montana mathematics enthusiast, 4(1), 78 – 83. Retrieved April 1, 2012 from http://www.eric.ed.gov
Ernst, C. (April – May, 2013). Ethnomathematics shows students their connections to mathematics. Ethnomathematics and mathematics professors Malamala focus. Retrieved from www. maa.rgpubs/focusapr-may 11_ethnomathematicsu.html on August 10, 2013
Fraenkel, J. R. & Wallen, N. E. (2010). How to design and evaluate research in education. New York:Mc Graw Hill
Frykholm, J. A. (1994).External variables s predictors of Van Hiele levels in algebra and geometry students. Reports – research / Technical, ED 372 924. Retrieved June 2011 from http://www.eric.ed.ov
Fuys, D. & Geddes, D. (1984). An investigation of Van Heile levels of thinking in geometry among sixth and ninth graders: reseah findings and ilications. report – research. Retrieved June 5, 2011 from http//: www.eric.ed.ov
Gerdes, P. (2007). Ethnomathematics as a new research field, illustrated by studies of mathematical ideas in African history
Guro, O. P. (2007). Factor associated with Muslim high school students mathematics performance for school yr 2008 – 2009 in three selected regions in Mindanao: basis for intervention. Graduate Forum, 8 (1to 3), 21 – 40. Marawi City: Mindanao State University
Halat, E. (2008). Reform – based curriculum and motivation in geometry. Eurasia Journal of mathematics and technology, 2008, 4(3), 285 – 202. Retrieved April 13, 2012 from http://www.ejmste.com
Hennink, M., Hutter, I., & Bailey, A. (2011). Qualitative research methods, 108 -132. London: Sage publications
Howard, P. (2011). Appreciating mathematics in indigenous context: valuing community and their knowledge. Mathted 2011 8th biennial international conference on mathematics education
Hussain, D.M. & Rosenorn, T. (2010). Case study: evaluation under POPBL model. 2010 international conference in science and mathematics education
Isoda, M. (2011). Problem solving approach in mathematics: how can we enable it through lesson study? Mathted 2011 8th biennial international conference on mathematics education
Isoda, M. (2010) Classroom assessment: affective & cognitive domains. 2010 international conference in science and mathematics education
Jeong, S. Jung, H., Kim, J., & Kim, Y. (2010). A survey &needs assessment of Korean in-service science teachers &training programs. 2010 international conference in science and mathematics education.
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Published
2017-07-01
How to Cite
Solaiman, N. P., & Manalundong, M. Q. (2017). The mathematical ideas involved in Maranao Weaving. Journal of Social Sciences (COES&Amp;RJ-JSS), 6(3), 610–617. https://doi.org/10.25255/jss.2017.6.3.610.617
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