Effects of instructional design integrated with ethnomathematics: attitudes and achievement

Abstract

This study was designed for two major goals which are to develop an instruction integrated with ethnomathematics related to symmetry and patterns subject with examples from Topkapı Palace and to clarify the effects of this instruction in an experimental design. In order to analyze the effectiveness of the instruction on mathematics achievement level and attitudes towards mathematics a quasi-experimental design was implemented in three schools (137 seventh grade students) in İstanbul, by obtaining quantitative data (Scale for Attitudes Towards Mathematics, Mathematics Achievement Scale 1,and Mathematics Achievement Scale 2) and qualitative data (Open ended questionnaire for attitude towards mathematics, Evaluation sheet and Interview). Repeated measures ANOVA was used for analysis of data and results indicated that both regular instruction and the instruction integrated with ethnomathematics were effective in improving linear trend over the mean values between pre, post and retention level of mathematics achievements of the students in control and experimental groups of all three schools. There was a significant interaction effect of type of instruction and mathematics achievement levels between the experimental and control group of only one school. None of the instructions were effective in improving a significant linear trend over the mean values between pre and post levels of attitude towards mathematics of the students. There was a statistically significant interaction effect of type of instruction and attitude towards mathematics between the experimental and control group of only one school. The results obtained by qualitative data can be summarized as students in the experimental group had more positive attitudes towards mathematics than the students in control group.