*4.1.2 Observation and video data*

On the second day, two players aged 15 and 17 from the Gebeta game team in one of the subregions of Addis Ababa city were invited to demonstrate the game at the national level. An official referee was also present to officiate the game between the two young players. Initially, the official explained the rules and procedures with great enthusiasm. Subsequently, the two young players were allowed to compete. We were granted permission to video record the game, and after its completion, we conducted a follow-up questionnaire with the players and the referee. The researcher documented the session and made field notes.

Another video data is recorded in the northern-western city called Gondar to identify and locate a culture-sharing group for this ethnographic study [27]. The kids were asked to play the Gebeta game as they usually do. Otherwise, Gebeta is a game played spontaneously during the summer holidays. The video is recorded by a volunteer who

*Creating a Culturally Responsive Mathematics Education: The Case of Gebeta Game in Ethiopia DOI: http://dx.doi.org/10.5772/intechopen.114007*

is originally from the area. The goal is to situate the study within the context of the culture and investigate if Gebeta is one aspect of CFoK for the learners in the country.

#### *4.1.3 Small-scale survey on social media*

To further strengthen the investigation of whether Gebeta is one of the accessible and meaningful cultural FoK for learners in Ethiopia, an additional small-scale survey was conducted on social media using Google Forms. Such an online survey will result in a sample of unknown representativeness, but it is more cost-effective and time-saving than in-person surveys and postal questionnaires [28]. The participants were not from a particular region or part of the country. They were recruited through personal networks, a mathematics education network in Ethiopia, *via* Telegram and Facebook Messenger. Most of those who participated and responded were highly educated (minimum master's degree in one field).

#### **4.2 Data analysis**

Ethnographic research follows three types of data analysis, according to Creswell & Poth: description, analysis, and interpretation of the culture-sharing group [27]. As a starting point, the researchers described the cultural context of the Gebeta game in Ethiopia. The story is told in a way that helps us understand the game within the given cultural settings in the community, society, and country at large. Furthermore, we interpret the data by examining different aspects of the game's influence on mathematics education. Finally, analysis, the quantitative side of qualitative study, is employed to highlight specific material introduced in the description of this cultural game [27]. In search of patterns of evidence for CFoK, the data will be triangulated by comparing and testing information from different sources. The conceptual frameworks presented above, CFoK and cultural commognition, generally guide the data analysis.

#### **4.3 Ethical consideration**

The study was conducted by obtaining informed consent and ensuring confidentiality [28]. The researchers obtained informed consent from the participants by providing information about the research process. Before collecting the data, permission to responsibly collect personal data was obtained from Norwegian Center for Research Data (NSD) in Norway. The participating authorities and persons in Ethiopia were also duly informed, and efforts were made to minimize or avoid using personal data. The images used were carefully selected to ensure they did not harm the participants despite their consent to participate in the research.
