[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588152-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588152-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","student-approaches-resultimg-from-integration-of-cultural-context-into-transformation-geometry-activities","STUDENT APPROACHES RESULTIMG FROM INTEGRATION OF CULTURAL CONTEXT INTO TRANSFORMATION GEOMETRY ACTIVITIES","","This qualitative study investigates how senior high school students participate in and interpret transformational geometry activities integrated with cultural context. Five senior-grade students from Aydın, Turkey, completed nine rotational geometry-and-culture activities, including seven student activity sheets and two cultural games. Two activities were refined through a pilot applied to 28 students. Data were gathered via observation, field notes, interviews, audio recordings, and activity sheets, then analyzed using qualitative descriptive analysis. Findings highlight students recognizing hidden mathematics in daily life objects and culture-based games and history across Turkish and other cultures.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/student-approaches-resultimg-from-integration-of-cultural-context-into-transformation-geometry-activities/588152/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/student-approaches-resultimg-from-integration-of-cultural-context-into-transformation-geometry-activities/588152.png","ImageObject",300,407,{"name":42,"@type":43},"Aditya","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of this study?","Question",{"text":63,"@type":64},"The study aims to investigate how senior high school students participate in and interpret transformational geometry activities that integrate cultural context.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the study designed and what activities were used?",{"text":68,"@type":64},"The study used a qualitative design. Five students participated in nine rotational geometry-and-culture activities: seven student activity sheets and two cultural games.",{"name":70,"@type":61,"acceptedAnswer":71},"How were data collected and analyzed?",{"text":72,"@type":64},"Data were collected through observation, field notes, interviews, audio recordings, and student activity sheets. Analysis used qualitative descriptive analysis techniques.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588152,1792172012,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","STUDENT APPROACHES RESULTIMG FROM INTEGRATION OF CULTURAL CONTEXT INTO TRANSFORMATION GEOMETRY  \nACTIVITIES  \nSedefSEVGİ, Ayten ERDURAN  \nAbstract: The purpose of this study is to investigate how students’ in senior grade of the highschool participate in and interpret the transformational geometry activities integrated with cultural context. 5 students in senior grade participated in this study, all of whom live in Aydın district of Turkey. The main design of the study is qualitative. Participant students of the study involved in 9 different rotational geometry and culture integrated activities, 7 of which were performed as student activity sheets, 2 of which were performed as cultural games. 2 of the activities were constructed as a result of pilot study applied to 28 senior students by their math teacher. To collect data about how students participated in and made interpretations about the activities; various data collection tools such as observation, field notes, interview, audio recording and student activity sheets were used. The collected data were analyzed by qualitative descriptive analysis techniques.  \nThe results were presented as tables, figures constructed by students and direct quotations. Lastly, at the end of this study students were said to recognize the hidden mathematics in the objects from daily life, games with cultural background and history, and both in Turkish culture and other cultures.  \nKeywords: ethnomathematics, math in cultural objects, math in cultural games, transformational geometry  \n1. Introduction  \nIn math education, it is important to develop and prepare the context of the lesson appropriate to the objectives and expected outcomes. Educators should take the connection between real life and math context into consideration. While making this connection, the subject of culture can be included in real life context.  \nThe subject of culture, prevalent in daily life, has different definitions. Matsumoto (2012) defines culture as common shared attitude, behavior, value and belief of groups of people which is transmitted through generations, but it doesn’t have to be accepted by all individuals of the stated groups. As another description, Güvenç (1994, as cited in Yazıcı, 2014) says culture can be identified as four different elements: civilization, educational product, fine arts, producing and nurturing. As it is seen the issue of culture has different definitions. However, all these meanings contain the topics of communication, geographic area and people’s life style (Ercan, 1991/2005) .  \n1.1. Theoretical Framework  \nMath, in general, is perceived as a discipline about numeric calculation that is far away from culture. However, such perception implies ignoring the fact that math is a human product. If cultural context and teaching doesn’t take place in classrooms together, as an outcome, students and teachers cannot see the link between math and culture (D’Ambrosio, 2001; Bishop, 2002) . In the late 1960s, Ubiratan D’Ambrosio used the term “theorem of ethnomathematics” which is the main theorem of this cultural context included mathematical study. Teaching intensified with ethnomathematical methods broadens students’mathematical perspectives, perceptions and ways of applying it through cultural context (Bishop, 2002) . Mathematical thinking is affected by cultural variables around people. Through history, people have developed logical processes to understand and explain socio-historical contexts  \nsuch as measuring, modeling, comparing and contrasting. These processes led each cultural group develop their own ways and methods to explain realities through mathematics (Rosa & Orey, 2011) .  \nThe term ethnomathematics, firstly, was used to explain the link between math and culture by Ubiratan D’Ambrosio in the late 1960s. A dynamic interpretation is needed for ethnomathematics, because the notions of ethno and math are not rigid (D’Ambrosio, 1987) . The term “ethno” contains all the elements that","cbCainK9YE3pkOVf","https://ap.wps.com/l/cbCainK9YE3pkOVf","pdf",497025,12,"English","# 1. Introduction\n## 1.1. Theoretical Framework\n## 1.2. Literature Review","[{\"question\":\"What is the purpose of this study?\",\"answer\":\"The study aims to investigate how senior high school students participate in and interpret transformational geometry activities that integrate cultural context.\"},{\"question\":\"How was the study designed and what activities were used?\",\"answer\":\"The study used a qualitative design. Five students participated in nine rotational geometry-and-culture activities: seven student activity sheets and two cultural games.\"},{\"question\":\"How were data collected and analyzed?\",\"answer\":\"Data were collected through observation, field notes, interviews, audio recordings, and student activity sheets. Analysis used qualitative descriptive analysis techniques.\"}]","STUDENT APPROACHES RESULTIMG FROM INTEGRATION OF CULTURAL CONTEXT INTO TRANSFORMATION GEOMETRY ACTIVITIES | PDF",1792064633]