<![CDATA[This study evaluated the impact of integrating students' cultural backgrounds into online learning to improve understanding and participation. It employed "Simple House Theory" and projective geometry in designing traditional houses to make complex mathematical concepts relatable. The Ethnomathematics project and the Hypnoteaching model were two instructional strategies that successfully enhanced active student participation in distance learning.Data was collected from a joint course between Universitas Negeri Makassar (UNM Makassar), Indonesia, and Tunghai University, Taiwan. The study involved 36 students: 20 from UNM Makassar’s international mathematics education program (Group I) and 16 from Tunghai University’s applied mathematics department (Group II). Various tools like surveys, tests, and projects were employed for data collection. The survey had 23 Likert-scale questions, allowing a thorough evaluation of student feedback. Quantitative analysis of this data revealed that incorporating the Ethnomathematics projects and Hypnoteaching model into the curriculum significantly increased student engagement in remote learning. This was further evidenced by improved student performance in project work. The research underscores the benefits of culturally relevant teaching methods in enhancing engagement and understanding in online mathematics education. It highlights the effectiveness of embedding local cultural elements into online learning environments, creating more engaging and relatable experiences. The study suggests the potential of these approaches in other educational contexts and disciplines for future research.]]>
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