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The article explains how to link symmetry with interculturality using mosaics from different countries, outlining both the educational purpose and the learning goals. A classroom activity for 11–12 year old pupils is described, combining symmetry concepts with intercultural competencies, history and geography through guided steps and resources.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/symmetry-and-interculturality-volume-2-supplement-1-paper-2009/588414/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/symmetry-and-interculturality-volume-2-supplement-1-paper-2009/588414.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What relationship does the article propose between symmetry and interculturality?","Question",{"text":112,"@type":113},"It proposes that symmetry, a fundamental geometric concept, can be taught through culturally grounded visual materials. By using mosaics from different countries, students learn symmetry while also engaging with intercultural connections, respect, and relationships.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who is the target group for the proposed mosaic lesson?",{"text":117,"@type":113},"The target group is pupils aged 11–12 years old.",{"name":119,"@type":110,"acceptedAnswer":120},"What symmetry skills are students expected to identify in the lesson?",{"text":121,"@type":113},"Students are expected to identify symmetric figures (symmetry to a line and to a point) and to find the number of symmetry axes of a symmetric figure.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588414,1792104537,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Volume 2, Supplement 1, 2009  \nSYMMETRY AND INTERCULTURALITY  \nIuliana Marchis  \nAbstract: Symmetry is one of the fundamental concepts in Geometry. It is a Mathematical concept, which can be very well connected with Art and Ethnography. The aim of the article is to show how to link the geometrical concept symmetry with interculturality. For this mosaics from different countries are used.  \nKeywords: interculturality, symmetry, Mathematics Education  \n1. Introduction  \nSymmetry is one of the fundamental concepts in Geometry. It is important to learn about symmetry by exploring things, which we use everyday but they are not necessary related to Mathematics (Knuchel, 2004) . We see symmetry in nature and in things, which are made by people (furniture, buildings, cars etc.) . Symmetry has an important role in problem solving, as it connects various branches of Mathematics, as Geometry, Algebra, Probability and Mathematical Analysis (Leikin, Berman & Zaslavsky, 2000) .  \nEthnomathematics is the study of the relation between Mathematics and culture. It is “the Mathematics, which is practiced among identifiable cultural groups such as national-tribe societies, labor groups, children of certain age brackets and professional classes” (D’Ambrosio, 1985) . While teaching Mathematics using ethnomathematics the students learn not only mathematical concepts but also cultural elements.  \nIn literature there are some articles about teaching symmetry using cultural elements. Eglash (2001) has presented a way to teach symmetry using traditional Shoshone-Bannock beadwork. Abas (2001) have shown how to teach symmetry by Islamic patterns. According to Pumfrey and Beardon (2002), Mathematics and Arts have strong links. Using beadworks, mosaics or architecture pieces while teaching, Mathematics could be very well connected with Arts or Ethnography. Dolinko (1996) has used flags from different countries to present the concept of symmetry, which approach connects Mathematics with Social Sciences.  \nThere are projects on developing methodology for introducing interculturality and ethnomathematics in Mathematics classes. For example, the IDMAMIM (Innovation in Mathematical Didactics in Multicultural contexts with pupils from Minorities and Immigrants) project (2000-2005) had the main target to appropriate Mathematics with the intercultural reality.  \nThe aim of this article is to show how to link the concepts of symmetry with interculturality.  \n2. Teaching symmetry using mosaics  \nTo teach symmetry I have chosen photos of mosaics from different countries. In Figure 1 there are some examples. By this activity pupils learn not only about symmetry, but also about interculturality, History and Geography. In the following the details of the activity are presented.  \nThe target group is 11-12 years old pupils.  \nAims/competencies:  \nRelated with symmetry, pupils have to be able to  \nReceived 30 September 2009, accepted 15 October 2009, published 20 December 2009  \n- identify symmetric figures (symmetric to a line, symmetric to a point);  \n- find the number of symmetry axis of a symmetric figure.  \nIn the presented lesson we also want to develop intercultural competencies. Thus after the lesson pupils have to be able to  \n- recognize that there are connections between different cultures;  \n- show respect to other cultures;  \n- recognize intercultural relations.  \nOther competencies: after the lesson pupils have to be able to  \n- search for information on the Internet;  \n- make a presentation on a given topic.  \nSeville, Spain  \nSeville, Spain  \nMonastir, Tunisia  \nMonastir, Tunisia  \nFigure 1. Examples of mosaics used  \nTime: 100 minutes.  \nResources: photos with mosaics, laptop, videoprojector, computer presentation made by the teacher (presentation about the Royal Palace in Seville, Spain and the Mausoleum in Monastir, Tunisia), a handout about symmetry (shapes symmetric to a line, shapes symmetric to a point, symmetry axis, etc), computer network with Inte","cbCaipYOEwUrgWjT","https://ap.wps.com/l/cbCaipYOEwUrgWjT","pdf",502765,"English","# 1. Introduction\n## Ethnomathematics and cultural links\n# 2. Teaching symmetry using mosaics\n## Target group and aims/competencies\n## Lesson time, resources, and steps","[{\"question\":\"What relationship does the article propose between symmetry and interculturality?\",\"answer\":\"It proposes that symmetry, a fundamental geometric concept, can be taught through culturally grounded visual materials. By using mosaics from different countries, students learn symmetry while also engaging with intercultural connections, respect, and relationships.\"},{\"question\":\"Who is the target group for the proposed mosaic lesson?\",\"answer\":\"The target group is pupils aged 11–12 years old.\"},{\"question\":\"What symmetry skills are students expected to identify in the lesson?\",\"answer\":\"Students are expected to identify symmetric figures (symmetry to a line and to a point) and to find the number of symmetry axes of a symmetric figure.\"}]","SYMMETRY AND INTERCULTURALITY - Volume 2 - Supplement 1 - Paper 2009 | PDF",1792065199,15]