(Department of Mathematics Education, Universitas Malikussaleh, Aceh Utara, Indonesia)
(2) Nuraina Nuraina
(Department of Mathematics Education, Universitas Malikussaleh, Aceh Utara, Indonesia)(3) Mursalin Mursalin
(Department of Mathematics Education, Universitas Malikussaleh, Aceh Utara, Indonesia)(4) Eri Saputra
(Department of Mathematics Education, Universitas Malikussaleh, Aceh Utara, Indonesia)(5) Suwanto Suwanto
(Department of Mathematics, Universitas Negeri Medan, Sumatera Utara, Indonesia)(6) Rahmi Hayati
(Department of Mathematics, Universitas Almuslim, Bireuen, Indonesia)*Corresponding author
AbstractThis study aims to explore the ethnomathematical potential embedded in the architecture of the Islamic Center Mosque in Lhokseumawe as a learning resource for teaching arithmetic sequences and series at junior secondary school level. The research adopts a qualitative approach employing an exploratory case study design. Data were collected through systematic architectural observations, visual documentation, semi-structured interviews with building managers and mathematics teachers, and numerical analysis of recurring structural patterns. The findings reveal that the arrangement of columns, arches, dome ornaments, and floor tile configurations exhibits numerical regularities that can be modelled using arithmetic sequences and series. The uniform spacing between columns reflects the concept of a common difference in arithmetic sequences, while the layered dome ornamentation illustrates the relationship between the nth term and the sum of the first n terms in an arithmetic series. These results demonstrate that mosque architecture embodies not only aesthetic and religious values but also structured mathematical principles relevant to classroom instruction. Integrating cultural context into mathematics learning enhances conceptual understanding, promotes student engagement, and increases the meaningfulness of abstract mathematical concepts. Therefore, the ethnomathematical exploration of mosque architecture offers a pedagogically sound and contextually relevant strategy for teaching arithmetic sequences and series in junior secondary education.
KeywordsEthnomathematics; Mosque Architecture; Arithmetic Sequence; Arithmetic Series
|
DOIhttps://doi.org/10.33122/ejeset.v7i1.1403 |
Article metricsAbstract views : 1 | PDF views : 1 |
Cite |
Full Text Download
|
References
Abas, S. J., & Salman, A. S. (2024). Islamic geometric patterns and their mathematical foundations in contemporary mosque architecture. Journal of Mathematics and the Arts, 18(2), 145–162. https://doi.org/10.1080/17513472.2024.2298456
Assegaff, N., & Bonyah, E. (2024). Development of ethnomathematics-based teaching materials through interactive games to improve students’ mathematical literacy. Pasundan Journal of Mathematics Education, 14(2), 112–128. https://doi.org/10.23969/pjme.v14i2.16364
Bakker, A., & van Eerde, D. (2022). Situational contexts and the development of quantitative reasoning in mathematics education. Educational Studies in Mathematics, 110(2), 245–263. https://doi.org/10.1007/s10649-022-10123-7
Barton, B. (2023). Ethnomathematics and the philosophy of mathematics education. Educational Studies in Mathematics, 112(3), 421–438. https://doi.org/10.1007/s10649-023-10234-7
Bier, C. (2023). Geometry and pattern in Islamic art: Symmetry, proportion, and modular design. Arts, 12(2), 45–60. https://doi.org/doi.org/10.3390/arts12020045
Boaler, J. (2022). Developing mathematical mindsets to reduce mathematics anxiety. Journal of Mathematical Behavior, 66(100962). https://doi.org/10.1016/j.jmathb.2022.100962
Clarke, D. (2024). Contextualising mathematical structure: Student engagement in pattern-based learning. ZDM – Mathematics Education, 5691), 113–129. https://doi.org/10.1007/s11858-024-01521-7
Cobb, P. (2023). Relational understanding in mathematics: Instructional design and classroom social interaction. Journal for Research in Mathematics Education, 54(2), 87–110. https://doi.org/10.5951/jresematheduc-2023-0005
Confrey, J., & Maloney, A. (2023). Leveraging multiple representations to support relational understanding in mathematics classrooms. Journal for Research in Mathematics Education, 54(3), 201–223. https://doi.org/10.5951/jresematheduc-2023-0012
D’Ambrosio, U., & Knijnik, G. (2023). Ethnomathematics, social justice, and culturally responsive pedagogy. ZDM – Mathematics Education, 55(4), 789–802. https://doi.org/10.1007/s11858-023-01475-2
D’Ambrosio, U. (2001). Ethnomathematics: Link between traditions and modernity. Sense Publishers. https://doi.org/doi.org/10.1007/0-306-47203-1
Drijvers, P. (2023). Symbol sense and algebraic reasoning in secondary mathematics education. ZDM – Mathematics Education, 55(4), 789–803. https://doi.org/10.1007/s11858-023-01452-1
El-Sayed, M. (2025). Numerical modularity in contemporary mosque façade design: A mathematical analysis. Frontiers of Architectural Research, 14(1), 77–93. https://doi.org/10.1016/j.foar.2024.11.006
Ernest, P. (2022). The social construction of mathematics and implications for mathematics education. ZDM – Mathematics Education, 54(6), 1123–1135. https://doi.org/10.1007/s11858-022-01385-4
Ferrini-Mundy, J. (2022a). Conceptual understanding and accumulation reasoning in mathematics learning. Review of Educational Research, 92)4, 567–592. https://doi.org/10.3102/00346543221098765
Ferrini-Mundy, J. (2022b). Visual representations and structural understanding in mathematics learning. Journal for Research in Mathematics Education, 53(3), 187–205. https://doi.org/10.5951/jresematheduc-2022-0011
Gay, G. (2022). Culturally responsive teaching and student engagement in diverse classrooms. Urban Education, 57(8), 1234–1256. https://doi.org/10.1177/00420859221088976
Gravemeijer, K. (2022). Embodied design and emergent modeling in realistic mathematics education. Mathematics Education Research Journal, 34(3), 423–441. https://doi.org/10.1007/s13394-021-00398-4
Grünbaum, B., & Shephard, G. C. (2023). Tessellations and symmetry revisited in contemporary mathematical art studies. Symmetry, 15(4), 789–804. https://doi.org/10.3390/sym15040789
Güreş, H., & Ada, T. (2025). Revealing students’ cultural mathematical knowledge through ethnomathematics activity. Journal of Mathematics and the Arts. https://doi.org/10.1080/17513472.2025.2576831
Jönsson, F. (2024). Translating between visual and symbolic representations in secondary mathematics learning. Educational Studies in Mathematics, 115(1), 77–95. https://doi.org/10.1007/s10649-024-10321-8
Kaplan, C. S. (2022). Islamic star patterns and the mathematics of tessellation. Journal of Mathematics and the Arts, 16(3), 215–232. https://doi.org/10.1080/17513472.2022.2034578
Khan, Y. S. (2024). Modular repetition and proportional systems in modern mosque architecture. Nexus Network Journal, 26(2), 389–407. https://doi.org/10.1007/s00004-024-00678-5
Kieran, C. (2023). Advancing algebraic thinking through pattern generalization. Mathematical Thinking and Learning, 25(1), 201–219. https://doi.org/10.1080/10986065.2023.2178452
Ladson-Billings, G. (2021). Culturally relevant pedagogy 2.0: Toward equity and student engagement. Teachers College Record, 124(4), 1–26. https://doi.org/10.1177/016146812112300403
Lee, H. S., & Battey, D. J. (2023). Cultural relevance and student identity in mathematics classrooms. Educational Studies in Mathematics, 113(3), 389–406. https://doi.org/10.1007/s10649-023-10261-4
Lehrer, R., & Schauble, L. (2021). Modeling and the development of quantitative reasoning in authentic contexts. Journal of the Learning Sciences, 30(3), 371–402. https://doi.org/10.1080/10508406.2021.1887077
Lerman, S. (2022). Cultural and social perspectives in mathematics education research. Mathematics Education Research Journal, 34(4), 567–582. https://doi.org/10.1007/s13394-022-00412-7
Marsigit, Irfan, M., & Sukoco, H. (2025). Evaluation of pedagogical quality in ethnomathematics learning practices. https://doi.org/10.1007/s44217-025-01026-z
Martin, D. B. (2022). Mathematics learning, identity, and belonging: Toward culturally sustaining mathematics education. Journal for Research in Mathematics Education, 53(4), 295–318. https://doi.org/10.5951/jresematheduc-2022-0018
Maryono, S., Sastrawati, E., & Budiono, H. (2024). Teaching materials based on ethnomathematics of Muaro Jambi Temple. International Journal of Elementary Education, 8(1), 30–38. https://doi.org/10.23887/ijee.v8i1.69688
Muhammad, G. (2023). Identity-centered instruction and student engagement: A culturally responsive framework. Review of Research in Education, 47(1), 215–238. https://doi.org/10.3102/0091732X231162345
Nasir, N. S., Hand, V., & Taylor, E. V. (2022). Culture and mathematics in school: Boundaries, tensions, and pedagogical possibilities. Review of Research in Education, 46(1), 243–273. https://doi.org/10.3102/0091732X221084145
Necipoğlu, G. (2023). Geometric design and proportional systems in Islamic architecture. Muqarnas, 40(1–28). https://doi.org/10.1163/22118993-00401P01
Ninawati, M., Wati, D. P., & Nurafni, N. (2025). The effectiveness of ethnomathematics-based teaching materials to improve elementary school students’ understanding of mathematics concepts. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 7(3), 143–157. https://doi.org/10.37680/scaffolding.v7i3.7850
Ohtani, M., & Nishida, T. (2023). Contextual approaches to pattern generalization in secondary mathematics education. Educational Studies in Mathematics, 113(2), 215–233. https://doi.org/10.1007/s10649-023-10248-1
Putri, L. I., Begimbetova, G., Sa’idah, N., & Murfi, A. (2024). Evaluating the Impact of Ethnomathematics on Mathematics Achievement: A Meta-Analysis of Studies from 2014–2024. Global Educational Research Review. https://doi.org/10.22219/raden.v5i2.41254
Radford, L. (2022). The theory of objectification and the learning of mathematical patterns. Educational Studies in Mathematics, 110(2), 189–207. https://doi.org/10.1007/s10649-022-10145-8
Radford, L. (2023). Objectification, meaning, and cultural practice in mathematics learning. Educational Studies in Mathematics, 13(1), 1–18. https://doi.org/10.1007/s10649-023-10256-1
Rohantizani, R., Abdullah, I., & Maulidi, I. (2023). Culture-based mathematics learning and students’ generalization ability in pattern tasks. International Journal of Instruction, 16(2), 845–860. https://doi.org/10.29333/iji.2023.16245a
Rokhmah, N., Yaniawati, R. P., Supianti, I. I., & Bin Ku Mahamud, K. H. (2024). Ethnomathematics e-learning teaching material development: student-oriented problem-solving ability. Pasundan Journal of Mathematics Education, 14(2), 129–147. https://journal.unpas.ac.id/index.php/pjme/article/view/17166
Rosa, M., & Orey, D. C. (2022). Ethnomathematics and culturally relevant pedagogy in mathematics education. Journal of Mathematics and Culture, 16(1), 1–17. https://doi.org/10.46333/jmc.v16i1.307
Rosa, M., & Orey, D. C. (2023). Ethnomathematics as a bridge between cultural knowledge and formal mathematics. Educational Studies in Mathematics, 112(3), 345–362. https://doi.org/10.1007/s10649-023-10234-7
Saputra, E., Rohantizani, R., Muliana, M., Jonny, S. A., Fahrizal, E., Hassan, S. M. (2025). Etnomatematika dalam Arsitektur Masjid (R. Priyanto (ed.)). Penerbit Arta Media Nusantara.
Skott, J. (2023). Students’ meaning-making processes in contextual mathematics classrooms. Learning, Mathematical Thinking And, 25(4), 305–322. https://doi.org/10.1080/10986065.2023.2187456
Sriraman, B. (2022). Imagination, creativity, and conceptual understanding in mathematics learning. International Journal of Science and Mathematics Education, 20(5), 987–1004. https://doi.org/10.1007/s10763-021-10234-9
Stylianides, A. J., & Stylianides, G. J. (2023). Fostering students’ reasoning and generalisation in pattern-based tasks. Journal for Research in Mathematics Education, 54(3), 215–236. https://doi.org/10.5951/jresematheduc-2023-0021
Suh, J. (2022). Contextualized tasks and students’ structural understanding of numerical patterns. Mathematical Thinking and Learning, 24(4), 289–307. https://doi.org/10.1080/10986065.2022.2034569
Sweller, J. (2022). Cognitive load theory and the integration of visual–symbolic representations in mathematics instruction. Educational Psychology Review, 34(2), 635–652. https://doi.org/10.1007/s10648-021-09625-4
Tall, D. (2022). From embodied perception to symbolic reasoning in algebra learning. Educational Studies in Mathematics, 109(1), 1–18. https://doi.org/10.1007/s10649-021-10123-4
Valero, P. (2021). Identity, culture, and participation in mathematics education. ZDM – Mathematics Education, 53(6), 1235–1248. https://doi.org/10.1007/s11858-021-01287-9
Wake, G. (2022). Mathematics education in context: Relevance, practice, and meaning-making. Educational Studies in Mathematics, 109(3), 521–538. https://doi.org/10.1007/s10649-022-10112-3
Zazkis, R. (2021). Generalization and structure in algebraic thinking. Journal of Mathematical Behavior, 62, 100856. https://doi.org/10.1016/j.jmathb.2021.100856
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 Rohantizani Rohantizani, Nuraina Nuraina, Mursalin Mursalin, Eri Saputra, Suwanto Suwanto, Rahmi Hayati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Electronic Journal of Education, Social Economics and Technology (eJESET)
ISSN 2723-6250 (Online)
Published by the SAINTIS Publishing
Homepage: http://ejeset.saintispub.com
Editor E-mail : ; editor.ejeset@gmail.com
Editorial Office Address:
