Investigation of the contexts emerged by the construction of the usturlap in terms of the mathematics education program

The aim of this study is to determine the contexts that emerged during the construction of the astrolabe, which is one of the tools used to make various calculations in history, with a participant group consisting of mathematics and science teachers, and which achievements in the mathematics curriculum are related. For this purpose, the case study model, which is one of the qualitative research methods, was adopted. Purposive sampling method was used in the study. Semi-structured interview form, brainstorming activity and opinion writing were used as data collection tools in the study. The collected data were analyzed by content analysis method. Ten mathematics and 4 science teachers working in the province of Gaziantep participated in the study as voluntary participants. In addition, in order to ensure validity and reliability, the opinions of experts were consulted while preparing the interview questions. According to Miles Huberman; Reliability = Consensus / (Consensus + Disagreement) formula is calculated. Accordingly, as a result of the interview, it was determined that there was 86% agreement with another researcher who was neutral. According to the findings, many themes emerged regarding the use of the astrolabe. As a result of the use of the astrolabe, regarding the mathematics and science curriculum; The participants made associations with many achievements. In this context, if the integration of the astrolabe into the mathematics curriculum can be realized, it can easily be associated with many existing achievements in the curriculum. Some of the pre-service teachers stated that by making the prototype of the astrolabe and distributing it to schools such as a protractor or ruler, students could be made more permanent with concrete materials. Keywords: Use of the Astrolabe, Mathematics and Science Teachers, Curriculum, Contexts of the Use of the Astrolabe