In X. Yao, A. McCloskey, R. M. Zbiek., & R. Martinez (Eds.), Proceedings of the 47th annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education. PMENA.
ABSTRACT: Our design-based research project, serving Indonesian students, seeks to ground the geometry technique of auxiliary construction in Balinese cultural funds of knowledge. The ideation phase used an emerging methodological framework for conducting culturally situated cognitive domain analysis. Here we exemplify the framework by reporting findings from examining topographical, architectural, spiritual, and linguistic facets of local historical practice, and from personal training in traditional dance. Key results include identifying and characterizing a diagrammatic structure—a concentric eight-rayed matrix—as a thematic spatial-orientation form tacitly underlying heritage practices. We explain and demonstrate how our proposed design, Geometry Resources in Dance (GRiD), taps and surfaces this covert structure as an epistemic resource offering young students culturally authentic enactive grounds for mathematical learning.