Abstract
Abstract: The purpose of this study is to investigate how students’ in senior grade of the high school 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. The 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.
Highlights
IntroductionIt is important to develop and prepare the context of the lesson appropriate to the objectives and expected outcomes
Student approaches resulting from integration of cultural context into transformation geometry were studied in this research
This study provides a different perspective about combining math and culture from traditional figures and games
Summary
It is important to develop and prepare the context of the lesson appropriate to the objectives and expected outcomes. 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. 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. All these meanings contain the topics of communication, geographic area and people’s life style (Ercan, 1991/2005)
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