Estrategia Etnomatemática Hilando y Tejiendo conocimientos Yachay puchkashpa awashpa para potenciar el pensamientológico-matemático

Abstract

The Ethnomathematical strategy Spinning and Weaving knowledge Yachay puchkashpa awashpa arises from a research work with the students of 5th level of Basic General Education of the Tupak Yupanki Intercultural Community Educational Unit (UECIB) in Saraguro-Loja, during the pre-professional immersion practices, 8th classroom and 9th virtual, Intercultural Bilingual Education EIB. Through observation and participation in the classroom, it was evident that the methodology of teaching Mathematics responded to abstract and rote activities, and that they were not linked to the sociocultural context of the student. Thus, after observing these particularities, the following question was raised: How can students enhance their logical-mathematical thinking based on the cultural practices of the community, their interests and capacities? Based on this question and the literature review, it was considered to work with an ethnomathematical approach proposed by D´Ambrosio (2013), who states that the teaching-learning process of Mathematics is generated from the knowledge of the student's culture and must relate to academic processes. Likewise, the Problem solving methodology of George Polya (2014) was considered as an alternative to teach and learn Mathematics, since it allows the student to analyze and reflect on the activities they carry out through the guiding questions proposed in the four phases of problem solving. Similarly, didactic situations are considered from observation and experimentation activities in field trips and class work. To fulfill the objective of the work, we proceeded to design the ethnomathematical strategy that contains practical activities and mathematical problems related to the sociocultural practices of spinning and weaving clothing from sheep wool from the community of Oñacapac. The activities are designed to be developed in groups in different settings, inside and outside the classroom, with the participation of Taytas and Mamas, people who are knowledgeable about cultural practices. Ancestral forms of education that respect the peoples' ways of life and include the family and community for the integral formation of the individual are highlighted (Ministry of Education, 2013). The Educational Ethnography research methodology, with a qualitative approach, allowed to collect data from the classroom and community context through interrelation and active coexistence with its members; participating observations, semi-structured interviews, field diaries and multimedia resources facilitated the recording of the processes that encompass cultural practices and the pedagogical aspect of the classroom; data that contributed to the development of the activities of the proposal. The data analysis indicated that the Mathematics teaching process requires complementary work between pedagogical practices and the community (cultural practices), through contextualized learning based on observation and experimentation in different settings; aspects that are argued with theoretical reflections. With this, it is concluded that the ethnomathematical strategy allows to enhance logical-mathematical thinking from the resolution of activities and situations in the real environment of the student, since they do not limit students to use and apply only algorithms and formulas, but rather invites the search and se of different solution strategies.