Interpreting the ethnomathematics of pancaniti building in Indonesia : feasibility in revitalize mathematics learning based on cultural contexts.

Abstract

This article discusses ethnomathematical studies and ethnomodeling approaches and their feasibility in revitalizing mathematics learning based on cultural contexts. The study was carried out by exploring forms of ethnomathematics, then proceeded to ethnomodelling to communicate the understanding of the people that emerged based on mathematical ideas and practices in pancaniti buildings. In this study, phenomenological and ethnomethodological approaches are used to provide a broader and sharper meaning. Meanwhile, the data were collected from five respondents through participant observation and in-depth interviews. Based on the study of ethnomathematics, they practice the six basic dimensions of universal mathematics, namely calculating, finding, measuring, designing, and explaining. Meanwhile, ethnomodelling studies show the use of the elemental approach and the definition of N-gon, especially the hexadecagon as a way to construct a circular roof. The approach used by the community can be followed up to revitalize more progressive mathematics learning, especially in teaching the concept of geometry.