Blog educativo Yupayachay Yachakushunchik: recursos ancestrales y prácticas culturales para la enseñanza de las operaciones básicas (suma, resta, multiplicación y división) en los niños de 4⁰ grado de la UECIB Suscal

Abstract

The present Work of Curricular Integration arose as a result of the pre-professional practices of the National University of Education and as part of the training of being a future teacher of the Bilingual Intercultural Education career, carried out with a period of two weeks in the Bilingual Intercultural Community Educational Unit 'Suscal'. This work was carried out with the fourth grade students of the UECIB ''Suscal'', which is located in the canton Suscal, The level in which we worked has 9 students ranging from 7-9 years of age, through observation, it was possible to highlight the importance of the implementation of tangible resources in the area of mathematics, because being involved in the classes, the classroom teacher implemented as an ancestral resource the taptana, however with a diagnostic test, we were able to determine that the students still lacked mathematical knowledge in basic operations (addition, subtraction), this was how with this reference the question was answered. What is the importance of integrating ancestral resources such as yupana and taptana and cultural practices such as barter in the teaching process and learning mathematics? In this way and with what dictates the MOSEIB that states that one of the methodologies that is implemented in mathematics should teach the basic concepts from practice and avoiding the process of memorization, by using resources of their context and other cultures, being a contribution to mathematics the cultural practice of the trick. The methodology that was applied to provide a solution to the problem was qualitative with a design of Participatory Action Research, for the collection of information instruments such as field diaries, interviews and tests (pre-post) were used. To fulfill the objective of the work, activities were carried out within an educational blog called 'Yupayachay Yachakushunchik', which contains resources such as yupana, taptana and barter, there are also support videos for the realization of mathematical operations. The purpose of the application of this proposal in the classroom was to determine if these ethnomathematical resources make a positive contribution to mathematics, resulting in a breakthrough in the mathematical knowledge of students after their implementation.