ETNOMATIKA SEBAGAI WACANA PENGEMBANGAN MATEMATIKA KULTURAL

Abstrak

This discussion explores the complex relationship between ethnomathematics and multicultural education, highlighting ethnomathematics as an integral part of multicultural education. Multicultural education aims to create equal educational opportunities for students from different races, ethnicities, social classes, and cultural groups. The concept of multiculturalism includes two complex meanings, namely "multi" which means plural, and "culturalism" which means culture. Pluralism is not only a recognition of diversity, but also has political, social and economic implications, closely related to democratic principles. The multicultural approach is understood as a field of science that studies cultural fragments in society. Gollnick, Chinn, and Parekh's definition emphasizes the use of students' cultural backgrounds to develop effective learning in the classroom and school environment. Multicultural education means that every individual has the same opportunities in a plural life, and strategies are needed to manage diversity to shape the collective life of society Diversity that is managed well can become a new force in society to create a democratic life. In the context of mathematics, multicultural education has great potential for development, highlighting special dimensions in knowledge and knowledge construction. Ethnomathematics, although rarely found in Indonesian, has been studied and translated into Malay.