那迦玛哈村马来文化体系中的数学探索

Medlyn Claudyasuka Patari, Dewi Risalah, S. Sandie, S. Bahri, E. Lestari
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引用次数: 0

摘要

民族数学是研究数学在社会中存在和发展的独特特征或色彩的学科。民族数学是研究数学在城市和农村社区、特定年龄的儿童、劳工群体和土著人民等文化社区群体中出现或使用的数学。对于绝大多数印尼人来说,种植是一种生活方式,尤其是南加马哈普村的居民。农业活动中使用数学词汇,从单位到基本的数学概念。世界各地的草原和森林都实行了耕作制度。耕作是一种从一块土地转移到另一块土地的耕作系统,通常通过砍伐和燃烧部分森林来开垦田地。本研究的目的是调查南迦玛哈村马来文化农业系统中固有的数学原理。这是一项采用民族志方法的定性研究。这是一项使用人种学方法的定性研究。该研究在Sekadau Regency的Nanga Mahap区Nanga Mahap村进行。本研究的对象是信息者,即南迦玛合村具有马来文化的田间农民。数据从多种来源收集,包括观察、访谈和记录程序。结果表明,农耕系统通过对种子、产量和工具的要求纳入了数学元素,即比较概念、计算数学单词的概念、镶嵌(平铺)、几何和同余
本文章由计算机程序翻译,如有差异,请以英文原文为准。
ETNOMATHEMATICS EXPLORATION IN THE CULTURE SYSTEM OF MALAY CULTURE IN NAGA MAHAP VILLAGE
Ethnomathematics is the study of mathematics' distinctive characteristics or colors as they exist and develop in society. Ethnomathematics is the study of mathematics as it appears or is utilized in cultural community groups such as urban and rural communities, children of a specific age, labor groups and indigenous peoples. For the vast majority of Indonesians, cultivation is a way of life, particularly the residents of Nanga Mahap Village. Mathematical words are employed in farming activities, ranging from units to fundamental mathematical concepts. Cultivation systems have been practiced in grasslands and forests around the world. Cultivation is a shifting cultivation system from one plot of land to another, usually cleared by cutting down and burning part of the forest to make fields. The goal of this study was to investigate the mathematical principles inherent in the Malay culture's farming system in Nanga Mahap Village. This is a qualitative study with an a ethnographic approach. This is a qualitative research that makes use of an ethnographic approach.. The study took place in Nanga Mahap Village, Sekadau Regency's Nanga Mahap District. The subjects of this research are informants, namely field farmers with Malay culture in Nanga Mahap Village. Data were gathered from a variety of sources including observation, interviewing, and documentation procedures. The results indicated that the farming system incorporated a mathematical element through the requirement for seeds, yields, and tools, namely the concept of comparison, the concept of counting mathematical words, tessellation (tiling), geometry, and congruence
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