3-Q
More than ninety percentage from the Maldavian students are accepting and appreciating
the pattern or the model of the
Ethnomathematical curriculum and taking it as utilizing cultural source of knowledge that
works very active in their society , because one can consider the mathematical subject as a
bridge to the real world, particularly by looking mathematical as cultural heritage of the
mankind ,and it consist a mark and indication of their understanding their world and how
they are treated with from mathematical aspects.
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S4- Q
Sharazad Adam continues in her analyzing the mutual relation and the interaction between
the pupile /students and the teachers and what are the ground that should be built on , so
to keep "dynamical motivation by letting the student follow to enrich his knowledge
,particularly via ethno mathematical culture the teacher has to adapt a strategy thatsuitable
to the students and enable the student to develop tendency to the mathematical teacher by
encouraging t him to pay attention to the students and give him the appropriate respect
and assessments all over the road of teaching ,due this the students become very influence
by the mathematical culture ,and finally he become also a person with
mathematicallythinking.