Images of mathematics among indigenous pupils of the Batek tribe in Taman Negara Pahang, Malaysia

• Published in: AIP Conference Proceedings
• Main Author: Osman R.; Asmat A.; Ramli N.; Abdullah N.H.M.; Ismail N.
• Format: Conference paper
• Language: English
• Published: American Institute of Physics 2024
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85199252214&doi=10.1063%2f5.0214811&partnerID=40&md5=358c0decf32f97c2a8977740583c04e5

The fundamental objective of this study is to ascertain what metaphors and mental images that indigenous primary school pupils have in regard to mathematics. There are limited studies on the images and metaphors among indigenous primary school pupils. Forty Batek pupils between the ages of 7 and 14 who enrolled in the "Chup Badui Sikulah"programme at a rural school in Taman Negara Pahang participated in this study. Data was collected by using a written question form, which was then analysed using descriptive statistics in the form of percentages. The data collection was conducted by the classroom teacher. The study discovered that indigenous primary school pupils associated mathematics with physical exercise activities. Aside from that, most indigenous primary school pupils chose professions and tools to relate to mathematics, such as traders and pencils. Furthermore, drawings of mathematics by indigenous primary school pupils emphasized geometric shapes. In this context, the analysis of indigenous pupils' drawings assists in the formulation of ideas about their self-perceptions on the role of a mathematics pupil. These representations of mathematics can be done depending on what is easy to draw at the time and place in question. Similarly, the metaphors that they employed to depict themselves when studying mathematics may be based on random thoughts, and they may react to queries with minimal reflective thought. As a result, future research should incorporate more components into the instrument in order to gain in depth understanding of the mathematics held by indigenous primary school pupils. Finally, the images and metaphors presented in this study can be used to interpret the beliefs and learning processes of indigenous primary school pupils in a specific context. © 2024 Author(s).