Adinkra Mathematics: A study of Ethnocomputing in Ghana
Adinkra Mathematics: A study of Ethnocomputing in Ghana
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DOI：
10.17583/remie.2015.1399
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发表时间：
2015-06-01
影响因子：
3.4
通讯作者：
Eglash, Ron
中科院分区：
文献类型：
--
作者：
Babbitt, William;Lachney, Michael;Eglash, Ron
本文详细介绍了软件的开发和评估，该软件允许中学生探索加纳Adinkra符号的数学方面。我们通过进行随机的准实验测试了加纳初中的该模拟的有效性。我们通过在民族心理学的干预主义传统中构建文化反应迅速的数学教育开始本文。我们绘制了这一传统以及对嵌入Adinkra符号中的数学的经验探索。我们对此进行了方法论解释，以说明我们如何将Adinkra的数学意义转化为软件的设计，“文化位置的设计工具”。最后，我们使用控制中的学生的随机分配来描述软件的准实验评估。和加纳的干预小组。与没有文化内容相比，我们发现使用基于文化的软件的学生发现使用基于文化的软件的学生具有统计学上的显着改善。
This paper details the development and evaluation of software that allows middle school students to explore the mathematical aspects of Ghanaian Adinkra symbols. We tested the effectiveness of this simulation in a Ghanaian junior high school by conducting a randomized quasi-experiment. We begin this paper by framing culturally responsive math education within the interventionist tradition of ethnomathematics. We draw this tradition together with an empirical exploration of the mathematics embedded in Adinkra symbols. We follow this with a methodological explanation for how we translated the mathematical significance of Adinkra into the design of our software, "Culturally Situated Design Tools."Finally, we describe the quasi-experimental evaluation of the software using a randomized assignment of students in control and intervention groups in Ghana. We found statistically significant improvement for students using the culture-based software in comparison to similar software with no cultural content.