Mathematics Student Teachers’ Reflections on Their Preparation Of Ethnomathematics Approach: A Community Cultural Wealth Perspective
Abstract
The purpose of this article was to explore student teachers’ reflections on their preparation on ethnomathematics approaches based on their participation in one-day ethnomathematics workshop. This article emanate from the literature concern that pre-service mathematics teacher education is lamented for not equipping teachers with pedagogical knowledge and skills to contextualise mathematics topics through ethnomathematics approach. Mathematics student teachers complete their initial teacher education with underdeveloped knowledge of ethnomathematics and its implications in mathematics classrooms. In this article, which uses parts of the author’s doctoral study qualititaive research approach is adopted. A case study design was adopted to gain indepth student teachers’ reflections on the phenomenon under investigation. Purposive sampling was used to select 10 mathematics education student teachers enrolled in a 4-year Bachelor of Education in foundation phase, senior phase, and FET phase programmes. Focus group interviews was used as a data collection technique. The results of student teachers’ reflections are presented in three themes which emerged from this research: (1) ethnomathematics ushers pedagogical shift from traditional to innovative teaching approaches; (2) ethnomathematics approaches develop student teachers’ awareness of mathematics embedded in Morabaraba game; and (3) Integration of cultural techniques provide multiple strategies for teaching and learning multiplication concept. This article concludes that the ethnomathematics workshop successfully enhanced the understanding of mathematics student teachers regarding the use of cultural resources in mathematics learning.
Keywords: ethnomathematics, contextualisation, student teachers, cultural resources, pre-service mathematics teacher education.
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References
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Bhuda, M. T., & Pudi, T. I. (2020). Indigenising Mathematics in Schools: Why Ethnomathematics Matters. In V. Msila (Ed.), Developing Teaching and Learning in Africa: Decolonising Perspectives, pp. 21-41.
Brits, S., De Beer, J., & Mabotja, S. (2016). Through the eyes of a puppet: A pedagogy of play for the incorporation of indigenous knowledge in the life- and natural sciences curriculum. ISTE International Conference on Mathematics, Science and Technology Education. 23-28 October 2016. Mopani camp, Kruger National Park, Limpopo, South Africa.
Cahyaningati, I., & Diana, H. A. (2022). Study of Ethnomathematics Exploration of Arul Games Lampung Culture. Indo-MathEdu Intellectuals Journal, 3(1), 30-38. https://doi.org/10.54373/imeij.v3i1.31.
Chamberlin, J. E. (2009). From hand to mouth: The postcolonial politics of oral and written traditions. In M. Battiste (Ed.), Reclaiming Indigenous voice and vision (pp. 124-141). Vancouver, BC: UBC Press.
Chambliss, D.F., & Schutt, K.R. (2012). Making sense of the social world: Methods of investigation (3rd ed.). Sage Publications.
Cherinda, M. (2012). Weaving exploration in the process of acquisition and development of mathematical knowledge. In 12th International Congress on Mathematics Education (pp. 5-8).
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Abingdon.
Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications.
D’Ambrosio, U. (2004). Posfácio [Afterword]. In J. Ribeiro, M. Domite, & R. Ferreira (Eds.), Etnomatemática: Papel, valor e significado [Ethnomathematics: Role, value and meaning]. São Paulo: Zouk. https://doi.org/10.1007/s10649-010-9289-7
D’Ambrosio, U. (2016). The Ethnomathematics Program as a proposal for peace. Revista Internacional de Pesquisa em Educação Matemática, 6(1), 8-25.
D’Ambrosio, U., & Rosa, M. (2017). Ethnomathematics and its pedagogical action in mathematics education. Ethnomathematics and its diverse approaches for mathematics education, 285-305. https://doi.org/10.1007/978-3-319-59220-6_12.
D'Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the learning of Mathematics, 5(1), 44-48.
De Beer, J. (2017). The zone of proximal teacher development under the microscope: Reflections of a teacher educator. In Proceedings of Teaching and Education Conferences (No. 4907409). International Institute of Social and Economic Sciences. http://dx.doi.org/10.20472/TEC.2017.004.002.
Department of Basic Education (DBE). (2011). Curriculum and Assessment Policy Statement (CAPS) Grade 10-12 Mathematics. Department of Basic Education.
Gerdes, P. (2011). African basketry: Interweaving art and mathematics in Mozambique. Bridges Coimbra mathematics, music, art, architecture, culture conference proceedings, 9-16.
Gerdes, P. (2014). Ethnomathematics and Education in Africa. ISTEG Belo Horizonte Boane.
Iswinarti, I., & Suminar, D. R. (2019). Improving Children’s Problem-Solving Skills Through Javanese Traditional Games. Cakrawala Pendidikan, 38(3). https://doi.org/10.21831/cp.v38i3.25331.
Katsap, A., & Silverman, F. L. (2008). A case study of the role of ethnomathematics among teacher education students from highly diverse cultural backgrounds. Journal of Mathematics and Culture, 3(1), 66-102.
Mabotja, K.S. (2023). The affordances of ethnomathematical perspectives in pre-services mathematics teacher education at selected universities in South Africa. (Doctoral thesis, North West University). https://repository.nwu.ac.za/bitstream/handle/10394/42018/Mabotja_KS.pdf?sequence=1.
Machaba, F., & Dhlamini, J. (2021). Ethnomathematics as a Fundamental Teaching Approach. In Mathematics Teaching and Professional Learning in sub-Sahara Africa (pp. 59-76). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-82723-6_5
Madusise, S. (2022). Towards the Implementation of African Indigenous Mathematical Practices into the Mathematics Curriculum in Southern Africa. Re-imagining Indigenous Knowledge and Practices in 21st Century Africa: Debunking Myths and Misconceptions for Conviviality a, 69.
Makgakga, S. W. (2012). Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo Province. University of Johannesburg (South Africa).
Masilo, M. M. (2018). Implementing inquiry-based learning to enhance Grade 11 students' problem-solving skills in Euclidean Geometry (Doctoral dissertation, Doctoral dissertation, The University Of South Africa]. http://hdl. handle. net/10500/24966
Mentz, E., & de Beer, J. (2017). The affordances of cultural-historical activity theory as a research lens in studying education from a socio-economic perspective. In Proceedings of Teaching and Education Conferences (No. 4907704). International Institute of Social and Economic Sciences. https://doi.org/10.20472/TEC.2017.004.007.
Mentz, E., & de Beer, J. (2019). The use of Cultural-Historical Activity Theory in researching the affordances of indigenous knowledge for self-directed learning. In J. de Beer (Ed.), The decolonisation of the curriculum project: The affordances of indigenous knowledge for self-directed learning (NWU Self-directed Learning Series Volume 2, pp. 49–86). AOSIS. https://doi.org/10.4102/aosis.2019.BK133.03.
Merriam, S.B., & Tisdell, E.J. (2016). Basic qualitative research. Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Metz, Thaddeus (2014). The Virtues of African Ethics. In S. van Hooft, N. Athanassoulis, J. Kawall, J. Oakley & L. van Zyl (eds.), The handbook of virtue ethics. Durham: Acumen Publishing. pp. 276-84.
Moloi, T. (2020). Decolonising the Teaching of Mathematics in Rural Learning Ecologies by Using Indigenous Games. Rural Ecologies of Teaching and Learning, 27(2), 125-150. https://doi.org/10.29086/2519-5476/2020/v27n2a7.
Moloi, T. J., Mosia, M. S., Matabane, M. E., & Sibaya, K. T. (2021). The use of indigenous games to enhance the learning of word problems in grade 4 mathematics: A case of Kgati. International Journal of Learning, Teaching and Educational Research, 20(1), 240-259. https://doi.org/10.26803/ijlter.20.1.13.
Mosimege, M. (2020). The use of indigenous games in the teaching and learning of Mathematics. Revemop, 2, e202009-e202009.
Namatovu, W.K. (2015). Middle school mathematics teachers' understanding of culturally relevant and responsive teaching practices: a qualitative study [Doctoral dissertation, University of Toledo]. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449507692
Omere, P. O., & Ogedengbe, S. (2022). Effect of Ethnomathematics Teaching Method on Mathematics Achievement in Geometry Among Secondary School students in Edo State. Rivers State University Journal of Education, 25(1), 99-105. https://www.rsujoe.com.ng/index.php/joe/article/view/101.
Potgieter, E. (2020). Pedagogies of play to develop intermediate phase mathematics teachers’ metacognitive awareness (Doctoral dissertation, North-West University, South Africa).
Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J.V. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139–164). Cambridge University Press.
Rosa, M., & Gavarrete, M. E. (2017). An ethnomathematics overview: An introduction. In Rosa, M., Shirley, L., Gavarrete, M. E., & Alangui, W. V. (Eds.). (2017). Ethnomathematics and its diverse approaches for mathematics education (pp. 3-19). Springer International Publishing.
Rosa, M., & Orey, D. C. (2013). Ethnomodeling as a research theoretical framework on Ethnomathematics and mathematical modeling. Journal of Urban Mathematics Education, 6(2), 62-80.
Rosa, M., Shirley, L., Gavarrete, M. E., & Alangui, W. V. (Eds.). (2017). Ethnomathematics and its diverse approaches for mathematics education. Springer International Publishing.
Rowlands, S., & Carson, R. (2002). Where would formal, academic mathematics stand in a curriculum informed by ethnomathematics? A critical ethnomathematics. Educational Studies in Mathematics, 50(1), 79-102. https://doi.org/10.1023/A:1020532926983.
Saldana, J. (2009). The Coding Manual for Qualitative Researchers. London: Sage
Samuelson, C. C., & Litzler, E. (2016). Community cultural wealth: An assets?based approach to persistence of engineering students of color. Journal of Engineering Education, 105(1), 93-117. https://doi.org/10.1002/jee.20110.
Seroto, S. M. (2012). Mathematical concepts of the traditional building of the Limpopo Province that can be use to teach high school mathematics (Doctoral dissertation).
Shinta, D., & Salafudin. (2022). Ethnomathematics exploration of the architecture of the great mosque pemalang as a source of learning mathematics in the 2013 curriculum. In Proceeding International Conference on Islam and Education (ICONIE) (Vol. 2, No. 1, pp. 404-418).
Shufa, T. L., & Wijaya, A. (2022). Ethnomathematics: Exploration of transformation geometry elements in Troso weaving motifs. In AIP Conference Proceedings (Vol. 2575, No. 1, p. 050027). AIP Publishing LLC. https://doi.org/10.1063/5.0108832.
Sulastri, N., & Tangkearung, S. S. (2022). Identification of Ethnomathematics of the Toraja Tribe and Its Relationship with Mathematical Concepts in Elementary Schools. Edumaspul: Jurnal Pendidikan, 6(2), 1590-1600. https://doi.org/10.33487/edumaspul.v6i2.4310.
Sunzuma, G., & Maharaj, A. (2019). Teacher-related challenges affecting the integration of ethnomathematics approaches into the teaching of geometry. Eurasia Journal of Mathematics, Science and Technology Education, 15(9), em1744. https://doi.org/10.29333/ejmste/108457.
Sunzuma, G., & Maharaj, A. (2020). In-service Secondary Teachers' Teaching Approaches and Views Towards Integrating Ethnomathematics Approaches into Geometry Teaching. Bolema: Boletim de Educação Matemática, 34, 22-39. https://doi.org/10.1590/1980-4415v34n66a02.
Sunzuma, G., & Maharaj, A. (2021). In-service Zimbabwean teachers’ obstacles in integrating ethnomathematics approaches into the teaching and learning of geometry. Journal of Curriculum Studies, 53(5), 601-620. https://doi.org/10.1080/00220272.2020.1825820.
Van der Walt, M., Potgieter, E. & Jagals, D. (2019). The affordances of indigenous knowledge in mathematics education. In J. De Beer (Ed.), The decolonisation of the curriculum project: The affordances of indigenous knowledge for self-directed learning (NWU Self-directed Learning Series Volume 2, pp. 181–222). AOSIS. https://doi.org/10.4102/aosis.2019.BK133.07.
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race ethnicity and education, 8(1), 69-91. https://doi.org/10.1080/1361332052000341006.
Balfour, R.J. (2019). Foreword. In J. De Beer (Ed.), The decolonisation of the curriculum project: The affordances of indigenous knowledge for self-directed learning (NWU Self-directed Learning Series Volume 2, pp. xxxvii–xxxix). AOSIS. https://doi.org/10.4102/aosis.2019.BK133.00
Bhuda, M. T., & Pudi, T. I. (2020). Indigenising Mathematics in Schools: Why Ethnomathematics Matters. In V. Msila (Ed.), Developing Teaching and Learning in Africa: Decolonising Perspectives, pp. 21-41.
Brits, S., De Beer, J., & Mabotja, S. (2016). Through the eyes of a puppet: A pedagogy of play for the incorporation of indigenous knowledge in the life- and natural sciences curriculum. ISTE International Conference on Mathematics, Science and Technology Education. 23-28 October 2016. Mopani camp, Kruger National Park, Limpopo, South Africa.
Cahyaningati, I., & Diana, H. A. (2022). Study of Ethnomathematics Exploration of Arul Games Lampung Culture. Indo-MathEdu Intellectuals Journal, 3(1), 30-38. https://doi.org/10.54373/imeij.v3i1.31.
Chamberlin, J. E. (2009). From hand to mouth: The postcolonial politics of oral and written traditions. In M. Battiste (Ed.), Reclaiming Indigenous voice and vision (pp. 124-141). Vancouver, BC: UBC Press.
Chambliss, D.F., & Schutt, K.R. (2012). Making sense of the social world: Methods of investigation (3rd ed.). Sage Publications.
Cherinda, M. (2012). Weaving exploration in the process of acquisition and development of mathematical knowledge. In 12th International Congress on Mathematics Education (pp. 5-8).
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Abingdon.
Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications.
D’Ambrosio, U. (2004). Posfácio [Afterword]. In J. Ribeiro, M. Domite, & R. Ferreira (Eds.), Etnomatemática: Papel, valor e significado [Ethnomathematics: Role, value and meaning]. São Paulo: Zouk. https://doi.org/10.1007/s10649-010-9289-7
D’Ambrosio, U. (2016). The Ethnomathematics Program as a proposal for peace. Revista Internacional de Pesquisa em Educação Matemática, 6(1), 8-25.
D’Ambrosio, U., & Rosa, M. (2017). Ethnomathematics and its pedagogical action in mathematics education. Ethnomathematics and its diverse approaches for mathematics education, 285-305. https://doi.org/10.1007/978-3-319-59220-6_12.
D'Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the learning of Mathematics, 5(1), 44-48.
De Beer, J. (2017). The zone of proximal teacher development under the microscope: Reflections of a teacher educator. In Proceedings of Teaching and Education Conferences (No. 4907409). International Institute of Social and Economic Sciences. http://dx.doi.org/10.20472/TEC.2017.004.002.
Department of Basic Education (DBE). (2011). Curriculum and Assessment Policy Statement (CAPS) Grade 10-12 Mathematics. Department of Basic Education.
Gerdes, P. (2011). African basketry: Interweaving art and mathematics in Mozambique. Bridges Coimbra mathematics, music, art, architecture, culture conference proceedings, 9-16.
Gerdes, P. (2014). Ethnomathematics and Education in Africa. ISTEG Belo Horizonte Boane.
Iswinarti, I., & Suminar, D. R. (2019). Improving Children’s Problem-Solving Skills Through Javanese Traditional Games. Cakrawala Pendidikan, 38(3). https://doi.org/10.21831/cp.v38i3.25331.
Katsap, A., & Silverman, F. L. (2008). A case study of the role of ethnomathematics among teacher education students from highly diverse cultural backgrounds. Journal of Mathematics and Culture, 3(1), 66-102.
Mabotja, K.S. (2023). The affordances of ethnomathematical perspectives in pre-services mathematics teacher education at selected universities in South Africa. (Doctoral thesis, North West University). https://repository.nwu.ac.za/bitstream/handle/10394/42018/Mabotja_KS.pdf?sequence=1.
Machaba, F., & Dhlamini, J. (2021). Ethnomathematics as a Fundamental Teaching Approach. In Mathematics Teaching and Professional Learning in sub-Sahara Africa (pp. 59-76). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-82723-6_5
Madusise, S. (2022). Towards the Implementation of African Indigenous Mathematical Practices into the Mathematics Curriculum in Southern Africa. Re-imagining Indigenous Knowledge and Practices in 21st Century Africa: Debunking Myths and Misconceptions for Conviviality a, 69.
Makgakga, S. W. (2012). Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo Province. University of Johannesburg (South Africa).
Masilo, M. M. (2018). Implementing inquiry-based learning to enhance Grade 11 students' problem-solving skills in Euclidean Geometry (Doctoral dissertation, Doctoral dissertation, The University Of South Africa]. http://hdl. handle. net/10500/24966
Mentz, E., & de Beer, J. (2017). The affordances of cultural-historical activity theory as a research lens in studying education from a socio-economic perspective. In Proceedings of Teaching and Education Conferences (No. 4907704). International Institute of Social and Economic Sciences. https://doi.org/10.20472/TEC.2017.004.007.
Mentz, E., & de Beer, J. (2019). The use of Cultural-Historical Activity Theory in researching the affordances of indigenous knowledge for self-directed learning. In J. de Beer (Ed.), The decolonisation of the curriculum project: The affordances of indigenous knowledge for self-directed learning (NWU Self-directed Learning Series Volume 2, pp. 49–86). AOSIS. https://doi.org/10.4102/aosis.2019.BK133.03.
Merriam, S.B., & Tisdell, E.J. (2016). Basic qualitative research. Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Metz, Thaddeus (2014). The Virtues of African Ethics. In S. van Hooft, N. Athanassoulis, J. Kawall, J. Oakley & L. van Zyl (eds.), The handbook of virtue ethics. Durham: Acumen Publishing. pp. 276-84.
Moloi, T. (2020). Decolonising the Teaching of Mathematics in Rural Learning Ecologies by Using Indigenous Games. Rural Ecologies of Teaching and Learning, 27(2), 125-150. https://doi.org/10.29086/2519-5476/2020/v27n2a7.
Moloi, T. J., Mosia, M. S., Matabane, M. E., & Sibaya, K. T. (2021). The use of indigenous games to enhance the learning of word problems in grade 4 mathematics: A case of Kgati. International Journal of Learning, Teaching and Educational Research, 20(1), 240-259. https://doi.org/10.26803/ijlter.20.1.13.
Mosimege, M. (2020). The use of indigenous games in the teaching and learning of Mathematics. Revemop, 2, e202009-e202009.
Namatovu, W.K. (2015). Middle school mathematics teachers' understanding of culturally relevant and responsive teaching practices: a qualitative study [Doctoral dissertation, University of Toledo]. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449507692
Omere, P. O., & Ogedengbe, S. (2022). Effect of Ethnomathematics Teaching Method on Mathematics Achievement in Geometry Among Secondary School students in Edo State. Rivers State University Journal of Education, 25(1), 99-105. https://www.rsujoe.com.ng/index.php/joe/article/view/101.
Potgieter, E. (2020). Pedagogies of play to develop intermediate phase mathematics teachers’ metacognitive awareness (Doctoral dissertation, North-West University, South Africa).
Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J.V. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139–164). Cambridge University Press.
Rosa, M., & Gavarrete, M. E. (2017). An ethnomathematics overview: An introduction. In Rosa, M., Shirley, L., Gavarrete, M. E., & Alangui, W. V. (Eds.). (2017). Ethnomathematics and its diverse approaches for mathematics education (pp. 3-19). Springer International Publishing.
Rosa, M., & Orey, D. C. (2013). Ethnomodeling as a research theoretical framework on Ethnomathematics and mathematical modeling. Journal of Urban Mathematics Education, 6(2), 62-80.
Rosa, M., Shirley, L., Gavarrete, M. E., & Alangui, W. V. (Eds.). (2017). Ethnomathematics and its diverse approaches for mathematics education. Springer International Publishing.
Rowlands, S., & Carson, R. (2002). Where would formal, academic mathematics stand in a curriculum informed by ethnomathematics? A critical ethnomathematics. Educational Studies in Mathematics, 50(1), 79-102. https://doi.org/10.1023/A:1020532926983.
Saldana, J. (2009). The Coding Manual for Qualitative Researchers. London: Sage
Samuelson, C. C., & Litzler, E. (2016). Community cultural wealth: An assets?based approach to persistence of engineering students of color. Journal of Engineering Education, 105(1), 93-117. https://doi.org/10.1002/jee.20110.
Seroto, S. M. (2012). Mathematical concepts of the traditional building of the Limpopo Province that can be use to teach high school mathematics (Doctoral dissertation).
Shinta, D., & Salafudin. (2022). Ethnomathematics exploration of the architecture of the great mosque pemalang as a source of learning mathematics in the 2013 curriculum. In Proceeding International Conference on Islam and Education (ICONIE) (Vol. 2, No. 1, pp. 404-418).
Shufa, T. L., & Wijaya, A. (2022). Ethnomathematics: Exploration of transformation geometry elements in Troso weaving motifs. In AIP Conference Proceedings (Vol. 2575, No. 1, p. 050027). AIP Publishing LLC. https://doi.org/10.1063/5.0108832.
Sulastri, N., & Tangkearung, S. S. (2022). Identification of Ethnomathematics of the Toraja Tribe and Its Relationship with Mathematical Concepts in Elementary Schools. Edumaspul: Jurnal Pendidikan, 6(2), 1590-1600. https://doi.org/10.33487/edumaspul.v6i2.4310.
Sunzuma, G., & Maharaj, A. (2019). Teacher-related challenges affecting the integration of ethnomathematics approaches into the teaching of geometry. Eurasia Journal of Mathematics, Science and Technology Education, 15(9), em1744. https://doi.org/10.29333/ejmste/108457.
Sunzuma, G., & Maharaj, A. (2020). In-service Secondary Teachers' Teaching Approaches and Views Towards Integrating Ethnomathematics Approaches into Geometry Teaching. Bolema: Boletim de Educação Matemática, 34, 22-39. https://doi.org/10.1590/1980-4415v34n66a02.
Sunzuma, G., & Maharaj, A. (2021). In-service Zimbabwean teachers’ obstacles in integrating ethnomathematics approaches into the teaching and learning of geometry. Journal of Curriculum Studies, 53(5), 601-620. https://doi.org/10.1080/00220272.2020.1825820.
Van der Walt, M., Potgieter, E. & Jagals, D. (2019). The affordances of indigenous knowledge in mathematics education. In J. De Beer (Ed.), The decolonisation of the curriculum project: The affordances of indigenous knowledge for self-directed learning (NWU Self-directed Learning Series Volume 2, pp. 181–222). AOSIS. https://doi.org/10.4102/aosis.2019.BK133.07.
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race ethnicity and education, 8(1), 69-91. https://doi.org/10.1080/1361332052000341006.
Published
2024-05-17
How to Cite
MABOTJA, Koena Samuel.
Mathematics Student Teachers’ Reflections on Their Preparation Of Ethnomathematics Approach: A Community Cultural Wealth Perspective.
Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, [S.l.], v. 8, n. 2, may 2024.
ISSN 2549-5070.
Available at: <https://e-journal.ivet.ac.id/index.php/matematika/article/view/3107>. Date accessed: 28 july 2025.
doi: https://doi.org/10.31331/medivesveteran.v8i2.3107.
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