Los juegos ancestrales la “Alforja” y el “Tigraysillo” como estrategia didáctica para fortalecer la enseñanza de los procesos etnomatemáticos en el cuarto grado de la UECIB Tupak Yupanki

Abstract

The ancestral cultural practices exercised in Ecuador such as: agriculture, livestock, gastronomy, crafts, textiles, jewelry, crafts, games, among others (Neira, 2019), make up a range full of ancestral knowledge that the peoples and nationalities of our country. However, during the PP, carried out with the fourth-year students of Basic General Education of the UECIB Tupak Yupanki, during the 8th and 9th cycle no didactic strategies have been found that include cultural practices in the teaching processes of mathematics. Classes are focused solely on teaching knowledge known as scientific, and the mathematical knowledge of the context is relegated, making the learning very abstract. Based on these particularities, literature review and inquiry into the context to learn about the cultural practices of the community, it was considered to work with an ethnomathematical approach from the ancestral games “la alforja” and the “tigraysillo”, because they allow relating the knowledge of culture with academic processes. The purpose of this work is to propose a didactic strategy that incorporates the ethnomathematical knowledge and knowledge present in the ancestral games with the curricular contents. The use of games also has the intention of revaluing these cultural practices, and even strengthening the knowledge and ethnomathematical knowledge implicit within them. Theresearch is a descriptive and educational ethnographic study, supported by participant observation techniques, open interviews and semi-structured interviews to collect data within the classroom context and outside of it, and at the same time strengthened with registration instruments such as: observation guides and field diaries. All this has been possible thanks to the relationship of trust and empathy that has been established with the inhabitants of the community, through informal dialogues and visits to their homes. The results of using ancestral games as a strategy for teaching ethnomathematics, the results of using the ancestral games as a strategy for the teaching of ethnomathematics, has made it possible to compile a database with respect to the ancestral games of the Oñacapac community, and to design a didactic strategy that allows the knowledge and knowledge that these games have to be considered in the educational field, Likewise; the learning of mathematics is reinforced from the ethnomathematical processes of “locating, counting, measuring, playing, designing and explaining”, which have been proposed by Bishop (1999) y D’Ambrosio (2003). Finally, use the ancestral games to work the curricular contents from the reality of the context and the experience, dynamizes the teaching-learning process, and shows the need to work with cultural relevance in EIB schools, because it allows strengthening the ethnomathematical knowledge and knowledge present in the cultural practice of the game, given that they are wasted by the simple fact of being considered as simple activities, and not as main sources for teaching and learning.