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This is a critical methodological paper concerning the translation and cultural adaptation processes of an international mathematics education survey questionnaire. Metric equivalence concerns not only language, but also content and activities chosen as indicators in the survey. We here focus the challenges when making cultural, historical and societal considerations when adapting a survey to a new language and cultural context. We conclude that the recommended back translation is not enough to ensure metric equivalence when adapting surveys to a new country. Therefore, we suggest an elaborated method for cultural adaptation. Regarding our survey, this resulted in a survey translation that is better culturally adapted for respondents. [For the complete proceedings, see ED597799.]