Culturally Responsive Approaches to Geometric Translation: Exploring 'Songket' Motifs and Students' Proving Trajectories
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| Title: | Culturally Responsive Approaches to Geometric Translation: Exploring 'Songket' Motifs and Students' Proving Trajectories |
|---|---|
| Language: | English |
| Authors: | Arika Sari (ORCID |
| Source: | Journal on Mathematics Education. 2025 16(3):1063-1076. |
| Availability: | Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Geometry, Culturally Relevant Education, Mathematical Logic, Validity, Junior High School Students, Secondary School Mathematics, Mathematics Instruction, Foreign Countries, Learning Trajectories, Instructional Effectiveness |
| Geographic Terms: | Indonesia |
| ISSN: | 2087-8885 2407-0610 |
| Abstract: | Research on students' proving processes in geometry has largely emphasized formal reasoning, with limited exploration of cultural contexts as scaffolds for mathematical understanding. Addressing this gap, this study investigates the integration of South Sumatera "Songket" motifs as culturally relevant tools to support students' proving processes in learning geometric translation. Using a Design Research methodology, a validation study was conducted with 30 junior high school students in Palembang. The research progressed through three phases: preparation, design experiments (preliminary and main teaching experiments), and retrospective analysis. Learning tasks were designed based on Habermas' Construct of Rationality--epistemic, teleological, and communicative--to structure the proving trajectory. Culturally grounded tasks facilitated students' progression from intuitive exploration to formal justification. In the first activity, the "Songket" Durian motif supported recognition of translation as an isometric transformation through visual pattern analysis. Subsequent tasks introduced algebraic reasoning with coordinate shifts and vector notation, leading to replication of the "Perahu Kajang" motif across Cartesian quadrants to formulate general transformation rules. These findings reveal the effectiveness of cultural artifacts in supporting both intuitive and formal dimensions of proof. Embedding cultural artifacts in mathematics instruction fosters culturally responsive and proof-oriented learning, enhancing conceptual understanding while strengthening connections between mathematics and cultural identity. This study contributes a novel approach by systematically employing cultural motifs to design proof-based learning trajectories in geometry, offering a model for integrating cultural heritage with mathematical reasoning in diverse educational settings. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1515441 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1515441 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Culturally Responsive Approaches to Geometric Translation: Exploring 'Songket' Motifs and Students' Proving Trajectories – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Arika+Sari%22">Arika Sari</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3859-9069">0000-0002-3859-9069</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ratu+Ilma+Indra+Putri%22">Ratu Ilma Indra Putri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1802-7757">0000-0003-1802-7757</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zulkardi%22">Zulkardi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6848-7519">0000-0002-6848-7519</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rully+Charitas+Indra+Prahmana%22">Rully Charitas Indra Prahmana</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9406-689X">0000-0002-9406-689X</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+on+Mathematics+Education%22"><i>Journal on Mathematics Education</i></searchLink>. 2025 16(3):1063-1076. – Name: Avail Label: Availability Group: Avail Data: Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 14 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Geometry%22">Geometry</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Logic%22">Mathematical Logic</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+School+Students%22">Junior High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Trajectories%22">Learning Trajectories</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2087-8885<br />2407-0610 – Name: Abstract Label: Abstract Group: Ab Data: Research on students' proving processes in geometry has largely emphasized formal reasoning, with limited exploration of cultural contexts as scaffolds for mathematical understanding. Addressing this gap, this study investigates the integration of South Sumatera "Songket" motifs as culturally relevant tools to support students' proving processes in learning geometric translation. Using a Design Research methodology, a validation study was conducted with 30 junior high school students in Palembang. The research progressed through three phases: preparation, design experiments (preliminary and main teaching experiments), and retrospective analysis. Learning tasks were designed based on Habermas' Construct of Rationality--epistemic, teleological, and communicative--to structure the proving trajectory. Culturally grounded tasks facilitated students' progression from intuitive exploration to formal justification. In the first activity, the "Songket" Durian motif supported recognition of translation as an isometric transformation through visual pattern analysis. Subsequent tasks introduced algebraic reasoning with coordinate shifts and vector notation, leading to replication of the "Perahu Kajang" motif across Cartesian quadrants to formulate general transformation rules. These findings reveal the effectiveness of cultural artifacts in supporting both intuitive and formal dimensions of proof. Embedding cultural artifacts in mathematics instruction fosters culturally responsive and proof-oriented learning, enhancing conceptual understanding while strengthening connections between mathematics and cultural identity. This study contributes a novel approach by systematically employing cultural motifs to design proof-based learning trajectories in geometry, offering a model for integrating cultural heritage with mathematical reasoning in diverse educational settings. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 20260101 – Name: AN Label: Accession Number Group: ID Data: EJ1515441 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1515441 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1063 Subjects: – SubjectFull: Geometry Type: general – SubjectFull: Culturally Relevant Education Type: general – SubjectFull: Mathematical Logic Type: general – SubjectFull: Validity Type: general – SubjectFull: Junior High School Students Type: general – SubjectFull: Secondary School Mathematics Type: general – SubjectFull: Mathematics Instruction Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Learning Trajectories Type: general – SubjectFull: Instructional Effectiveness Type: general – SubjectFull: Indonesia Type: general Titles: – TitleFull: Culturally Responsive Approaches to Geometric Translation: Exploring 'Songket' Motifs and Students' Proving Trajectories Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Arika Sari – PersonEntity: Name: NameFull: Ratu Ilma Indra Putri – PersonEntity: Name: NameFull: Zulkardi – PersonEntity: Name: NameFull: Rully Charitas Indra Prahmana IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 2087-8885 – Type: issn-electronic Value: 2407-0610 Numbering: – Type: volume Value: 16 – Type: issue Value: 3 Titles: – TitleFull: Journal on Mathematics Education Type: main |
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