Abstract
<jats:p>This study explores how 8th-grade students utilize geometric transformations—translation, reflection, and rotation—within cultural contexts, specifically through traditional Turkish rug and ceramic motifs. Grounded in ethnomodeling, the qualitative case study involved nine students and analyzed data from worksheets and recordings using content analysis. The findings reveal that students successfully integrated culturally embedded knowledge into mathematical reasoning. In the “Eşme Rug Problem,” they identified pattern repeatability and symmetry to estimate geometric properties. In the “Turkish Tile Plate Problem,” students applied rotations and reflections to create original designs using symbolic motifs like crescents and floral patterns. This research underscores ethnomodeling as a pedagogical tool that makes mathematics more relevant and inclusive by connecting local heritage to academic concepts. It demonstrates that cultural context facilitates deeper conceptual understanding of transformational geometry.</jats:p>