米南卡保部落的民族统计研究:马罗索克传统贸易中的数学表示形式

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
N. Nurjanah, I. Mardia, T. Turmudi
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引用次数: 5

摘要

摘要:本研究旨在探索民族数学在揭示数学表征和制定西苏门答腊岛米南卡保部落马罗索克贸易传统中使用的计算系统中的应用。民族数学研究由民族、社会或专业群体实践的各种文化活动中的思想。这一传统包括非语言交流,比如用“Marosok”握手,或者在牲畜交易中触摸被遮盖的手指以获得价格协议。因此,本研究采用定性方法和人种学方法,通过实地记录、非结构化访谈和文献研究进行。研究结果表明,马罗索克传统中手指符号和手势的数学表示包含基本数字。这些数字包括半、一、二、二半、三、四、五等,具有加法和减法等功能,用于使用特定公式获得牲畜交易中所需的其他数字。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Ethnomathematics study of Minangkabau tribe: formulation of mathematical representation in the Marosok traditional trading
ABSTRACT This research aims to explore the use of ethnomathematics in revealing mathematical representations and in the formulation of a calculation system used in the Marosok trading tradition by the Minangkabau tribe in West Sumatra. Ethnomathematics studies ideas in various cultural activities practiced by ethnic, social, or professional groups. The tradition involves nonverbal communication, such as shaking hands with ‘Marosok’ or touching covered fingers to obtain price agreements in trading livestock. Therefore, this study was conducted using qualitative approaches and the ethnographic method via field notes, unstructured interviews, and documentation studies. The findings showed that mathematical representations of finger symbols and gestures in the Marosok Tradition contain basic numbers. These include half, one, two, two and a half, three, four, five, etc. with functions, such as addition and subtraction, which are used to obtain other numbers needed in livestock trading transactions using specific formulas.
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来源期刊
Ethnography and Education
Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
0.00%
发文量
23
期刊介绍: Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.
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