Human Logical Thinking in Mathematical Concepts: The Ethnomathematics of Batak Mandailing and Batak Toba Ulos
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In ethnomathematics, mathematics is not merely a discipline concerned with abstract formulas and theories, but also a social practice closely connected to cultural and historical contexts. Mathematical concepts emerge from human activities, traditions, and logical reasoning developed within society. This study aims to analyze the influence of human logical thinking on the use of mathematical concepts in culture; to identify aspects of logical thinking relevant to ethnomathematics; and to explain the relationship between logical thinking and the development of mathematical concepts in society, particularly within Batak Mandailing and Batak Toba cultural traditions. This study employed a qualitative approach using a literature review method by examining various scholarly sources related to ethnomathematics, culture, and mathematical cognition. The findings reveal that human logical thinking strongly influences the application of mathematical concepts in cultural practices through pattern recognition, classification, spatial reasoning, and problem-solving processes. In Batak Mandailing and Batak Toba cultures, ethnomathematical elements are reflected in ulos weaving motifs, traditional architecture, kinship systems, ceremonial arrangements, and community activities. These cultural practices demonstrate mathematical ideas related to geometry, symmetry, measurement, proportion, and classification. Furthermore, logical thinking plays an important role in formulating, interpreting, and preserving mathematical knowledge across generations through cultural transmission.
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dos Santos Bernardi, L., & Santos, J. A. (2021). Math education in intercultural contexts: A logical-mathematical interpretation for duality Kaingang Kamé-Kairu. Ciência & Educação, 27, e21011. https://doi.org/10.1590/1516-731320210011 DOI: https://doi.org/10.1590/1516-731320210011
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Gibert, R., Adams, I., & Kang, S. (2024). From saving to budgeting: unpacking the impact of a culturally relevant financial literacy summer program- $mart money. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2387900 DOI: https://doi.org/10.1080/2331186X.2024.2387900
Cellucci, C. (2013). Rethinking Logic: Logic in Relation to Mathematics, Evolution, and Method. Springer. DOI: https://doi.org/10.1007/978-94-007-6091-2
Cimen, O. A. (2014). Discussing Ethnomathematics: Is Mathematics Culturally Dependent? Procedia – Social and Behavioral Sciences, 152, 523-528. https://doi.org/10.1016/j.sbspro.2014.09.215 DOI: https://doi.org/10.1016/j.sbspro.2014.09.215
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