Dönüşüm Geometrisi Öğretiminde Etnomatematiksel Bir Yaklaşım Kullanımı: Kilim Etkinliği

Year 2025, Volume: 54 Issue: 2, 670 - 714, 31.08.2025

Beytullah Ömer Dumlu , Çiğdem Alkaş Ulusoy

https://doi.org/10.14812/cuefd.1525565

Abstract

Bu araştırmanın amacı, geometri öğretiminde dönüşüm geometrisi alt öğrenme alanıyla ilgili konulardan olan yansıma, öteleme, dönme ve simetri ekseni konularının etnomatematik destekli öğretimine ilişkin öğrenci algılarını incelemektir. Bu çalışma, 2023-2024 eğitim-öğretim yılı bahar döneminde Tekirdağ'daki bir devlet okulunda öğrenim gören on dört 8. sınıf öğrencisi ile gerçekleştirilmiştir. Katılımcıların algıları, etnomatematiği dönüşüm geometrisiyle bütünleştiren üç haftalık bir ders süreci (haftada iki ders saati) boyunca incelenmiştir. Veri toplama araçları ders video kayıtlarını, öğretmen yansıtma günlüklerini, öğrenci yansıtıcı düşünme formlarını ve öğrenci çalışma sayfalarını içermektedir. Verilerin analizi için içerik analizi kullanılmıştır. Araştırma bulgularına göre etnomatematik bakış açısının entegrasyonu öğrencilerin geometri içeriğine olan ilgisini ve motivasyonunu artırmıştır. Öğrencilerin algıları, geometrik kavramları günlük hayatla ilişkilendirebildiklerini göstermiştir. Etnomatematik perspektifi öğrencilere dönüşüm geometrisi ile ilgili kavramları sorgulama ve bunlarla ilgili kavramsal çıkarımlar yapma konusunda yardımcı olmuştur.

Keywords

Etnomatematik , Dönüşüm Geometrisi , Kilim Motifleri , Kültürel Matematik Uygulamaları , Eğitimde Kültürel Yaklaşımlar

Using an Ethnomathematical Approach in Teaching Transformational Geometry: The Kilim Activity

Abstract

The aim of this study is to examine students' perceptions about ethnomathematics-supported instruction of the topics of reflection, translation, rotation and axis of symmetry, which are part of the sub-domain of transformational geometry in geometry education. This study was conducted with fourteen 8th-grade students enrolled in a public school in Tekirdağ, Turkey during the spring semester of the 2023-2024 academic year. The participants' perceptions were examined throughout a three-week course (two class hours per week) that integrated ethnomathematics with transformational geometry. Data collection tools included lesson video recordings of the lessons, teacher reflection journals, student reflective thinking forms, and student worksheets. Content analysis was used to analyze the data. According to the research findings, the integration of an ethnomathematics approach increased students' interest and motivation toward geometry content. Students' perceptions showed that they were able to relate geometric concepts to everyday life. The ethnomathematics approach also assisted students in questioning concepts related to transformational geometry and drawing conceptual inferences.

Keywords

Ethnomathematics , Transformation Geometry , Kilim Patterns , Cultural Mathematics Applications , Cultural Approaches in Education

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