Ethnomathematics-based mathematical representation to improve problem-solving skill in junior high schools

Abstract

Mathematics learning using the ethnomathematics approach is rarely implemented in schools in Indonesia, particularly in lower secondary education. Students in junior high face transition from concrete learning experience already passed during primary education to abstract learning in secondary. Students encounter abstract mathematic problems during the latter, which require good representation, as sufficient representation is the basis for comprehension to build the right plan to solve the problem. Based on this condition, ethnomathematics utilization in the learning process plays an essential part in generating sufficient mathematical representation. The method used in this study is a literature review that can provide theoretical information or feedback regarding ethnomathematics-based mathematical representation in solving mathematical problems. Problems presented using the ethnomathematics approach are intended to enable students to associate their cultural living surrounding with mathematical problems they receive in school. Therefore, this study analyzed ethnomathematics-based mathematical representation and its correlation with problem-solving skills.