La yupana como recurso etnomatemático para la enseñanza de las operaciones de suma y resta en el 5to grado de la UEIB “Provincia de Chimborazo”.

Abstract

The Curricular Integration Work that arose from the Pre-professional Practices of immersion of the eighth virtual cycle and ninth face-to-face cycle of the Bilingual Intercultural Education Career (EIB) of the National University of Education, which was carried out in the 5th level of Education General Basic (EGB) of the Intercultural Bilingual Educational Unit (UEIB) "Chimborazo Province" of the Ambato canton belonging to the Province of Tungurahua, this took place from September 13th to October 1st, 2021. This sublevel has 26 children between the ages of 9 and 10 years. In which, it was possible to observe the various methodological strategies and educational resources used by the teacher both in the face-to-face and virtual modalities to develop the teaching-learning process in the area of Mathematics. Through observation and participation in the classroom, it was possible to show that the teaching of Mathematics revolved around various abstract and rote activities, which did not correspond or was not related to the student's context; Thus, with this background, the question arises: how does the Yupana influence the teaching of basic operations (addition and subtraction), based on its cultural practices? In this way, we base ourselves on what D'Ambrosio (2013) proposes, who states that the teaching-learning process of mathematics is generated from the knowledge of the student's culture and must be related to academic processes.

The purpose of the study was to strengthen and create new learning strategies for basic operations using the 'Yupana' ethnomathematical resource, since we have observed the difficulties presented by 5th grade children due to lack of understanding of basic operations (addition and subtraction) of up to four figures, this due to the change in education, from going from face-to-face to virtual. The research methodology was qualitative, of a descriptive type since it allowed collecting data from the classroom and community context; the field diaries, the diagnostic test, the final test, participant observation and unstructured interviews, facilitated the recording of the processes that encompass the pedagogical aspect of the classroom; data that helped the development of the various activities of the proposal. To meet the objective of the work, an ethnomathematical proposal was designed that contains mathematical operations and problems related to the context in which the students find themselves. These activities are created to be resolved in groups as well as individually inside and outside the classroom. The forms of ancestral education that respect the ways of life of the people and include the family and community for the integral formation of the individual are highlighted (Ministry of Education, 2013). The reason for the investigation was to determine if the application of the Yupana in 5th grade children enhances their learning regarding the addition and subtraction of up to four figures. The sample consisted of 7 students. Two tests were applied (diagnostic test and final test). The results showed the great progress that the application of the Yupana achieved for the 5th grade students to improve their level of learning of basic operations (addition and subtraction) of up to four figures. The Yupana is a creative methodological ethnomathematical resource that has great pedagogical value, since it contributes to the learning of mathematics from the graphic and symbolic level, thus helping to improve the cognitive abilities of students (OLIVARES PINEDA, 2017). With this, it is concluded that the design of the ethnomathematical proposal allowed to enhance the logical-mathematical reasoning from the resolution of activities and situations of the student's real environment, since they do not limit the students to use and apply, only algorithms and formulas, rather, it invites the search and use of different solution strategies.