Recurso etnomatemático como estrategia didáctica en el proceso de enseñanza- aprendizaje de adición y sustracción en el tercero de EGB.

Abstract

The present research focused on the problems observed in children of the third grade of EGB who showed difficulties in the area of Mathematics, especially in the resolution of basic operations (addition and subtraction). The proposal implemented aims to promote the use of an ethnomathematical resource as a didactic strategy to strengthen the teaching-learning process of basic addition and subtraction operations in third grade students of the "Ricardo Muñoz Chávez" Educational Unit. In the theoretical framework, the background of the research and the pedagogical, sociological, legal and theoretical foundations were analyzed, where the importance of the use of ethnomathematical resources in education is summarized. The methodology implemented was action-research, supported by the activities planned with the help of the yupana and relating the importance of Mathematics with the environment. The results were obtained through the application of a diagnostic test, field diaries, teacher interview and final evaluation. The average of the diagnostic evaluation is 4.7 and after implementing the proposal in the final evaluation the average rose to 8.05. Finally, the benefits of the yupana in Mathematics are evident, students are motivated to understand the subject through the use of the didactic resource.