La Taptana Nikichik como recurso didáctico en la enseñanza de la etnomatemática en los estudiantes de 4º año del CECIB Mons. Leónidas Proaño II.

Abstract

The Intercultural Bilingual Education major at the National University of Education (UNAE) aims to train excellent teacher-researchers for IBE, plus, it pursues to improve educational practices within intercultural contexts and respond to students’ needs. This curriculum integration paper was developed in the CECIB “Mons. Leónidas Proaño II” in the Quingeo parish, Monjas community, Azuay province, Cuenca canton. In this sense, the research titled “The Taptana Nikichik as a didact resource in the ethnomathematics teaching for the 4th grade students from the CECIB “Mons. Leónidas Proaño II” arose from the observation and identification of different problematics, such as: low scholar performance (difficulties at reading, writing and with logical mathematical), use of traditional methodologies by teachers from the 4th grade of EGB (text and board usage), lack of didactic resources from their own culture. Likewise, it was found that, in this educational institution, some of the students and teachers do not fully master the Kichwa language. The purpose of this research was to implement a didactic resource in the teaching-learning “Taptana Nikichik” process and its basic operations and enhance students to use Kichwa. Consequently, the following research question was generated: What is the effect of the Taptana Nikichik in the teaching-learning process of the basic operations with the mainstreaming of the Kichwa language with the 4th grade students from the CECIB “Mons. Leónidas Proaño II”? This curricular integration work was made through the qualitative approach under the action research method, which allowed to collect information collectively and cyclical from the students and teachers. Hence, data collection techniques and instruments such as field journals, a focus

group discussion, participant observations, semi-structured interviews, an interlearning guide, and diagnostic tests were used. The main actors of this investigation were 10 students and a teacher from the 4th elementary level. In this research, the application of an interlearning guide and the construction of an ancestral resource (Taptana Nikichik) led to the improvement of the academic performance since students learned to solve mathematical problem of addition and subtraction correctly, in the same way, the students’ creativity and curiosity was developed to have a continuous learning. Regarding the use of the Kichwa language, students learned basic vocabulary containing terms related to numbers, colors, and objects through the use of the ancestral resource. As a consequence, students learned new words that enhanced their knowledge and understanding with cultural and linguistic relevance.