Abstract
This study evaluated the impact of integrating students’ cultural backgrounds into online learning to improve understanding and participation. It employed “simple house theory” and projective geometry in designing traditional houses to make complex mathematical concepts relatable. The instructional strategies included the Ethnomathematics project, which effectively enhanced active student involvement in distance learning. Data was collected from a joint course between Universitas Negeri Makassar (UNM), Indonesia, and Tunghai University, Taiwan. The study involved 36students: 20 from UNM (Group I) and 16 from Tunghai University (Group II). Various tools like surveys, tests, and projects were employed for data collection. The survey had 23 Likert-scale questions, allowing a thorough evaluation of student feedback. Quantitative analysis of this data revealed that incorporating the Ethnomathematics projects into the curriculum significantly increased student engagement in remote learning. This was further evidenced by improved student performance in project work. The research underscores the benefits of culturally relevant teaching methods in enhancing engagement and understanding in online mathematics education. It highlights the effectiveness of embedding local cultural elements into online learning environments, creating more engaging and relatable experiences. The study suggests the potential of these approaches in other educational contexts and disciplines for future research.
Details
Presentation Type
Theme
Science, Mathematics and Technology Learning
KEYWORDS
Ethnomathematics, Distance Learning, Projective Geometry, Simple House Theory
