Propuesta educativa etnomatemática 'Yupaywan Pukllay' para desarrollar el sentido numérico a partir del Khipu con estudiantes de preparatoria de la Escuela de Educación Básica de Innovación UNAE.

Abstract

The present research aims to implement an ancestral resource such as khipu for the development of number sense in first grade students from the Escuela de Educación Básica de Innovación UNAE. According to Chamorro (2005), the main objective in the area of mathematics in early childhood education is the construction of the concept of quantity-number by the child. Likewise, in the Ecuadorian Initial Education curriculum it is declared that boys and girls from 4 to 5 years old must understand the number-quantity relationship from 1 to 10. (Ministry of Education, 2014). According to the Ecuadorian educator Luis Montaluisa (2018), most of the problems in the teaching-learning of mathematics in early childhood education, according to the Modelo del Sistema de Educación Intercultural Bilingüe (MOSEIB) Inserción de los Procesos Semióticos (IPS) are related to the memory and repetitive didactic processes, added to the decontextualization of the materials. A participatory action research implemented under the qualitative paradigm, the quality of the interpretation of the facts in their own nature. The participants were 28 children, between women and men, ages 5 and 6, from the secondary level (first grade) of the Escuela de Educación Básica de Innovación UNAE. The instruments for the collection of information that were used the field diaries developed in their virtual mode, as well as interviews and questionnaires with the parents. The ethnomathematical proposal entitled Yupaywan Pukllay based on the counting principles proposed by Gelman and Gallister for the understanding of number in early childhood. The results allow us to infer that Yupaywan Pukllay adapted to the educational context and the age of the students. Even the resources used (khipu) in the process of teaching and learning the number and total amount that the students develop the numerical and the understanding of the number in a different way than the cantinela (memory count).