Integration of Rural Artefacts into Mathematics Teaching: Ethnomathematical Activities Design
| dc.contributor.author | Baştürk, Savaş | |
| dc.date.accessioned | 2026-04-25T14:13:18Z | |
| dc.date.available | 2026-04-25T14:13:18Z | |
| dc.date.issued | 2025 | |
| dc.department | Sinop Üniversitesi | |
| dc.description.abstract | The history of mathematical thought in Western culture generally begins with Ancient Greece and continues with the mathematics of the European Renaissance and reaches the modern period. However, the phenomenon we call history cannot be reduced to the chronological order of the histories of civilizations that were successful in a certain geography and in a certain time. Every nation and culture have contributions to the common heritage of humanity, and it is worth examining. According to one definition, culture is everything, material and spiritual, that shapes the life of a nation, apart from nature. Mathematics is a human product, so it cannot be perceived independently of culture. Mathematics needs to be considered within a cultural context and mathematical practices developed by different cultural groups are worth examining. When rural artifacts born from a culture are used effectively for mathematics, they can turn into a very important out-of-school learning component and allow them to reach the target audience more effectively. This chapter outlines how rural artifacts can be effectively used “out of school” situations for teaching mathematics, providing activity examples to illustrate this integration. The aim is to provide mathematics educators and teachers with comprehensive guidance to effectively use rural artifacts in teaching mathematics. The mathematical elements in carpet and rug weaving, which hold a significant place in Anatolian rural life, will be discussed. The discussion will focus on how these elements can be used in teaching mathematics, revealing the practical connections between mathematics and decorative art. In addition, the measuring instruments and units still used in rural areas (okka, batman, dirham, cubit, endaze, etc.) will be examined. The underlying principles, their units, conversion from one unit to another, and their similarities and differences with the current measurement systems will be emphasized. Additionally, how they can be used as the subject of mathematical activities will be illustrated through proposed classroom activity examples. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2025. | |
| dc.identifier.doi | 10.1007/978-3-032-05318-3_12 | |
| dc.identifier.endpage | 301 | |
| dc.identifier.isbn | 978-303205318-3 | |
| dc.identifier.isbn | 978-303205317-6 | |
| dc.identifier.scopus | 2-s2.0-105031349730 | |
| dc.identifier.scopusquality | N/A | |
| dc.identifier.startpage | 267 | |
| dc.identifier.uri | https://doi.org/10.1007/978-3-032-05318-3_12 | |
| dc.identifier.uri | https://hdl.handle.net/11486/7995 | |
| dc.indekslendigikaynak | Scopus | |
| dc.institutionauthor | Baştürk, Savaş | |
| dc.language.iso | en | |
| dc.publisher | Springer Nature | |
| dc.relation.ispartof | Mathematics Beyond the Classroom: A Guide for Expansive Learning in Out-of-School Environments | |
| dc.relation.publicationcategory | Kitap Bölümü - Uluslararası | |
| dc.rights | info:eu-repo/semantics/closedAccess | |
| dc.snmz | KA_Scopus_20260420 | |
| dc.subject | Ethnomathematics | |
| dc.subject | Mathematics teaching | |
| dc.subject | Out-of-school learning | |
| dc.subject | Rural artefacts | |
| dc.title | Integration of Rural Artefacts into Mathematics Teaching: Ethnomathematical Activities Design | |
| dc.type | Book Part |
