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Abstract
This research is aimed to explore the cultural elements especially in Sasak architectures in Lombok Island such as a home living (Bale), worship building (masjid), lumbung (sambi) in ethnomathematics point of view. This research uses qualitative approach with cognitive (anthropology cognitive). The interviewees are the experienced custom leader and humanists who has conducted the research on Sasak society. Meanwhile, the data collection method used the participant, observation and documentation. Data analysis on this research is not only based on the researcher is interpretation but also the idea structure of the society. This research shows the evidence of sensitivity on the use of numbers practiced by Sasak ancestor long time ago in doing the measurement using their anthropometric ability (Ethnomathematics). The architecture products of sasak society also describe that sasak society is more focus on the process than the final products itself which describes the consistency in conducting role and cultural device which control the desire of individual construction.
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References
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- Dordrecht: Kulwer Academic Publishers.
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- Nasir, N. S., & Cobb, P. (2007). Equity in students’ access to significant mathematical
- ideas. New York: Teachers College Press.
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- cheese: Ethnomathematics and modelling!]. BOLEMA, 16(20), 1-16.
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- action of an ethnomathematics program. For the Learning of Mathematics, 27(1), 10-16.
- Rosa, M., & Orey, D. C. (2009). Challenges faced by multicultural and multilingual
- schools in the United States: The case of mathematics. La Salle - Revista de Educação,
- Ciência e Cultura, 14(1), 29-44.
- Rosa, M., & Orey, D. C. (2010). Ethnomodeling: A Pedagogical Action for Uncovering
- Ethnomathematical Practices. Journal of Mathematical Modelling and Application, 1(3), 58-67.
- Rosa, M., & Orey, D. C. (2016). Humanizing Mathematics through Ethnomodelling. Gerais Brasil. Journal of Humanistic Mathematics, 6(2).
- Soedjadi, R. (2000). Kiat Pendidikan Matematika di Indonesia. Jakarta: Direktorat Jenderal Pendidikan Nasional.
- Sopandi. (2007). Sejarah Arsitektur Sebuah Pengantar. Jakarta: Gramedia.
- Spradley, J.P. (1979). The Ethnograpihic interview. California: Wadsworth Publishing Company.
- Suherman, E., et al. (2001). Strategi Pembelajaran Matematika Kontemporer. Bandung: JICA.
References
Abdurrahman, M. (2003).Pendidikan Bagi Anak Berkesulitan Belajar. Jakarta: Rineka Cipta.
Adam, S., Alangui, W., & Barton, B. (2003). A comment on Rowlands and Carson: Where
would formal academic mathematics stand in a curriculum informed by ethnomathematics? A critical review. Educational Studies in Mathematics, 52(3), 327-335.
Barta, J., & Shockey, T. (2006). The mathematical ways of an aboriginal people. The Northern Ute. Journal of Mathematics and Culture, 1(1), 79-89.
Bandeira, F. A., & Lucena, I. C. R. (2004). Etnomatemática e práticas sociais
[Ethnomathematics and social practices]. Coleção Introdução à Etnomatemática
[Introduction to Ethnomathematics Collection]. Natal, RN, Brazil: UFRN.
D’Ambrosio, U. (1993). Etnomatemática: Um programa [Ethnomathematics: A program].
A Educação Matemática em Revista, 1(1), 5-11.
D’Ambrosio, U. (2001). What is Ethnomathematics and how can it help children in
schools? Teaching Children Mathematics, 7(6), 308-310.
D’Ambrosio, U. (2006). Ethnomathematics: Link between traditions and modernity. ZDM,
(6), 1033-1034.
Hartoyo, A. (2011). Etnomatematika Pada Budaya Masyarakat Dayak Perbatasan Indonesia-Malaysia. Jurnal UPI, 12(1).
Fathurrahman, L. A. (2016). Membaca Arsitektur Sasak. Mataram. Nusa Tenggara Barat: Penerbit Genius.
Gravemijer, K., & Terwel (2000). Hans Freudenthal a mathematician on didactics and curriculum theory. Journal of Curriculum Studies, 32(6), 777-796.
Orey, D. C. (2000). The ethnomathematics of the Sioux tipi and cone. In H. Selin (Ed.),
Mathematics across culture: the History of non-Western mathematics (pp.239-252).
Dordrecht: Kulwer Academic Publishers.
Kucuk, A. (2013) Ethnomathematics in Anatolia (In Turkey). Mathematical Thoughts in Multiculturalism. RevistaLatinoamericana de Etnomatematica, 7(1), 171-184.
Nasir, N. S., & Cobb, P. (2007). Equity in students’ access to significant mathematical
ideas. New York: Teachers College Press.
Rosa, M., & Orey, D. C. (2003). Vinho e queijo: Etnomatemática e Modelagem! [Wine and
cheese: Ethnomathematics and modelling!]. BOLEMA, 16(20), 1-16.
Rosa, M., & Orey, D. C. (2007). Cultural assertions and challenges towards pedagogical
action of an ethnomathematics program. For the Learning of Mathematics, 27(1), 10-16.
Rosa, M., & Orey, D. C. (2009). Challenges faced by multicultural and multilingual
schools in the United States: The case of mathematics. La Salle - Revista de Educação,
Ciência e Cultura, 14(1), 29-44.
Rosa, M., & Orey, D. C. (2010). Ethnomodeling: A Pedagogical Action for Uncovering
Ethnomathematical Practices. Journal of Mathematical Modelling and Application, 1(3), 58-67.
Rosa, M., & Orey, D. C. (2016). Humanizing Mathematics through Ethnomodelling. Gerais Brasil. Journal of Humanistic Mathematics, 6(2).
Soedjadi, R. (2000). Kiat Pendidikan Matematika di Indonesia. Jakarta: Direktorat Jenderal Pendidikan Nasional.
Sopandi. (2007). Sejarah Arsitektur Sebuah Pengantar. Jakarta: Gramedia.
Spradley, J.P. (1979). The Ethnograpihic interview. California: Wadsworth Publishing Company.
Suherman, E., et al. (2001). Strategi Pembelajaran Matematika Kontemporer. Bandung: JICA.