This article aims to analyze the construction of mathematical knowledge by second and third cycle students in extracurricular contexts, who interact with their peers and family, in productive and recreational activities, as well as the assessment issued by teachers, in four rural schools in the La Campa municipality – Honduras. It is theoretically based on the proposal of the Frenchman Guy Brousseau and Latin Americans such as Ubiratan D'Ambrosio, Paulo Freire and Frida Díaz-Barriga. At a methodological level, the approach is qualitative and exploratory in nature. Participant observation, focus groups and documentary review techniques were included. Two experts in ethnomathematics participate in the validation of the semi-structured questionnaires. The data collection involved recording in the field diary and was developed during the first semester and its analysis in the second of 2022. In the bibliographic review, the absence of works that integrate mathematical knowledge in indigenous or rural communities focused on coffee production environments, specifically in the Honduran context. It is concluded that teachers respect the knowledge acquired by their students in non-didactic situations because it allows them to solve everyday problems and family survival. However, they do not incorporate them into teaching situations because compliance with the basic national curriculum takes precedence. Students in their sociocultural environment practice basic operations, the use of whole numbers, fractions, decimals and procedures typical of their customs. They use their fingers and other objects where mental operations take precedence. Games are playful manifestations that contribute to the development of mathematical thinking, in flexible, dynamic and horizontal spaces that contrast the formality, statism and verticality that characterizes traditional education.
This article analyzes the Ethnomathematics present in the artisanal manufacture of hammocks and bags in the Eastern Plains of Colombia. The main objective is to document and analyze this implicit mathematical knowledge, highlighting its value in the creation of patterns and weaving techniques, where research was undertaken with a qualitative and ethnographic approach, using direct observation and semi-structured interviews with three local weavers. The research problem focuses on how mathematical concepts, such as symmetry, proportion and geometry, are used by artisans intuitively in their textile practices, representing traditional knowledge that links mathematics with cultural heritage. The cultural implications of this study highlight the need to value and preserve this traditional knowledge as part of the legacy. The research shows that the integration of ethnomathematical knowledge in education could enrich the teaching of mathematics by using it in practical and cultural contexts, thus promoting more contextualized learning that reinforces identity and ancestral knowledge in the classrooms. The results indicate that weavers apply principles of axial and radial symmetry, counting, multiplication and geometric proportions to structure their designs and the aesthetics of each piece. This knowledge is transmitted from generation to generation and reflects empirical mathematics, sustains and preserves the cultural identity of the region.
This document presents an ethnomathematical analysis of banana cultivation as a cultural symbol in Costa Rica, assessing its potential for an interdisciplinary approach within the STEAM educational model. The research was conducted using a qualitative methodology and an ethnographic approach, including observations on a banana farm and ethnographic interviews with individuals connected to this cultural symbol. Additionally, semi-structured interviews were held with secondary school teachers from STEAM-related disciplines. This analysis enabled us to identify the connections between banana cultivation and various mathematical domains, such as numeracy, geometry, statistics, and algebra, as well as its links to scientific, technological, and artistic competencies. Furthermore, it highlighted the value of banana cultivation as a foundation for designing learning scenarios that integrate culturally significant contextualized problems. The findings of this analysis serve as a starting point for the future development of interdisciplinary teaching units aimed at enriching learning and fostering a deeper connection between STEAM disciplines and the sociocultural context.
This study deals with Ethnomathematics as a cultural instrument in the practice of naval carpentry in shipyards in the municipality of Abaetetuba/PA, the location of the investigation, and its general objective was: To investigate the mathematical knowledge used in naval carpentry practices employed in the municipality of Abaetetuba, Pará. It is a qualitative field research. During the research, the presence of characteristic elements of geometry was identified among other mathematical contents and an approximation of the mathematical know-how that ship carpenters have with Mathematics learned in a school environment and the connection of this science with other areas of knowledge. Furthermore, it was observed that the mathematical knowledge used in the craft of naval carpentry comes from the cultural practices they produce, that is, ethnomathematical, generated and disseminated within the culture itself, and also from ancestral inheritances. This study also sought to investigate how the school space, especially the EJAI public, can use ethnomathematics as an important tool to dialogue with the teaching of systematized mathematics.
The text addresses the problem of teaching numeral systems by highlighting knowledge from non-hegemonic cultures, presenting a pedagogical proposal that seeks to disrupt traditional practices by studying numeral systems, seeking to enrich the curriculum, and fostering inclusion and respect for diverse forms of knowledge. In this case, the characteristics and numeral systems of Colombian indigenous communities were investigated using a classroom project methodology, implemented in a sixth-grade classroom in Bogotá. Students explored various classical or Western numeral systems (Egyptian, Roman, Babylonian), and American numeral systems (Mayan, Aztec, and Inca), and then focused on Colombian indigenous cultures. The elements found were presented in an informative frieze, thus fostering independent learning and appreciation of diversity. Through this experience, we sought to develop mathematical thinking skills, such as understanding additive and multiplicative structures, identifying numerical bases, and differentiating between additive and positional systems, using various forms of representation. We also emphasized the importance of reflecting on the recognition of the diversity of mathematical thinking and its potential to transform education toward a more inclusive and equitable perspective, constantly challenging Eurocentrism and valuing the knowledge of historically excluded communities.
Abstract Within the framework of the evaluation processes of Licenciatura en Matemáticas program of the Universidad de los Llanos, the need to adjust its curriculum to respond effectively to the particularities of the territory was recognized; in this direction, the courses " Educación en la Diversidad" and " Etnomatemática" were incorporated. The latter was developed through a series of conferences that were preceded by the execution of a series of study activities; this was accompanied by the analysis of specific school tasks that incorporated research results of Ethnomathematics. The future teachers who joined the course modified their vision of mathematics and mathematical knowledge; they also recognized the importance of involving this knowledge in their pedagogical practice and of anticipating the possible challenges involved in integrating this knowledge into the mathematics classroom. Within the framework of the Doctorado Interinstitucional en Educación, the implementation of the aforementioned course has been reflected on and three aspects that require attention have been identified, namely: (i) the coexistence in mathematics classrooms of discursive mathematical cultures arising from various sources, (ii) the emergence of the requirement of provisions in mathematics teachers, and (iii) the transformation of mathematics teacher training programs to promote that their graduates can professionally assume interculturality as a condition for learning mathematics. Training in and for the dialogue/confrontation of knowledge is thus shown to be an option that addresses these three aspects.
In this paper we propose an approach to the idea of infinity from an ethnomathematical perspective. The hypothesis arises from a work with a group of students of the Indigenous Intercultural Degrees that Unochapecó develops in the Indigenous Lands of the Kaingang people. Starting from the discussion about the translation of certain words of the indigenous language, and especially about "goj-vêhn" which literally means "endless water", that is, a concept that involves a notion of infinity, we propose an approach to this concept that tries to explain how a language that has only five numbers: pir, régre, tãgtu, venhlãgra and pentar, (one, two, three, four and five) also has the notion of infinity. As the concept appears detached from words that refer to quantities, that is, it is not used to refer to quantity, our hypothesis postulates a logical-linguistic sense of this notion that we try to make explicit, relating it to some discussions around the concept of infinity within philosophical, logical, and mathematical thought in the Western tradition.
In the educational sphere, Ethnomathematics is a transformative approach that recognizes and values the various mathematical systems present in different cultures. In this sense, this article aims to identify how Ethnomathematics has been worked on in dissertations that involve the context of Rural Education. With a qualitative approach and based on Discursive Textual Analysis (DTA), this text analyzed four dissertations that explore the field of Ethnomathematics and Rural Education. The analysis revealed that the dissertations addressed the inequalities between urban and rural life, highlighting the devaluation of informal mathematical knowledge of rural workers, highlighting the need to recognize and value the knowledge and practices of local agricultural communities, which are often ignored or distorted in educational materials, which perpetuates inequalities and limits a truly inclusive and representative understanding of the country's cultural and geographic diversity. Therefore, it is necessary to value the knowledge of Rural Education, to promote a more fair and equitable approach to teaching.
La investigación realizada, tuvo el objetivo determinar la efectividad de las iconografías figurales andinas en el desarrollo de la competencia actúa y piensa matemáticamente en situaciones de cantidad en niños y niñas de la Institución Educativa Inicial 1365 de Pucachupa, San Román, Puno, en el marco de la matemática intercultural. La metodología de investigación aplicada corresponde al diseño cuasi experimental con dos grupos, un grupo control y otro experimental con pre y post prueba respectivamente, a través de los cuales se ha logrado evidenciar desempeños satisfactorios respecto a la competencia desarrollada; se observa esto en la sistematización de promedios obtenidos previo a la diversificación de capacidades, observamos que han sido superiores a los promedios registrados por los niños del grupo control, lo que significa que en general después del experimento el promedio del dominio de la competencia del área de matemática bajo el enfoque intercultural fueron efectivos y evidentes, tal como se encontraron los valores de la prueba de hipótesis para la diferencia de dos promedios para una probabilidad de significancia del 5%, lo que se demuestra que existe una diferencia significativa entre el promedio del grupo control y el promedio del grupo experimental, debido a que el valor crítico de la distribución t = 2.131, con α = 0.05 y (nE + nC – 2) = (6+11-2) = 15 grados de libertad es menor a los valores obtenidos de la distribución t calculados.
Este trabalho é resultado de uma pesquisa de mestrado em andamento no Programa de Pós-Graduação em Ciências e Matemática (PPGecim) da Universidade Federal do Norte do Tocantins (UFNT), com os indígenas Karajá Ixybió-a, a fim de questionar: o que é matemática mobilizados na prática da pintura corporal Ixybió-a ? O objetivo é compreender a grafia potencializada nas pinturas corporais do povo indígena Karajá Ixybió-a , expressa durante a realização da festa Utura Ixé (festa do peixe), sob a ótica da Etnomatemática. Para isso, adotamos uma abordagem qualitativa de pesquisa etnográfica, para que possamos proporcionar uma melhor interação e vivência junto aos indígenas Karajá Ixybió-a ., sem sentido de colecionar narrativas de vida que mostrem seus saberes e habilidades. Ressaltamos que os participantes estão situados na terra indígena Xambioá, município de Santa Fé do Araguaia, estado do Tocantins. Como resultado, constatei que os grafismos das pinturas corporais Karajá Ixybió- a podem ser estudados sob a ótica das narrativas dos indígenas e da Etnomatemática, possibilitando diálogos entre o cotidiano indígena e a matemática escolar indígena, sem o sentido de provocar novas aprendizagens da Matemática em particular, à Geometria Euclidiana Plana.
La obra de Maria José Costa dos Santos ofrece un análisis sobre la formación de profesores de Matemáticas en la Educación Primaria, con enfoque en los primeros años y en la metodología de enseñanza Secuencia Fedathi (SF). Estructurada en once capítulos, la autora aborda metodologías de enseñanza, teorías de aprendizaje, conceptos fundamentales de las Matemáticas, como números, fracciones, álgebra, geometría, magnitudes, medidas, además de probabilidad y estadística.
A integração de saberes tradicionais com conceitos científicos modernos tem se mostrado valiosa em diversos campos de estudo. Nesse contexto, este artigo aborda as interseções entre saberes tradicionais e a Matemática, com ênfase na produção de cerâmica artesanal da comunidade Vila Cuera, em Bragança, Pará, Brasil. O estudo destaca a profundidade da expertise empírica na manipulação e modelagem da argila e sua subsequente conversão em artefatos cerâmicos. O método de pesquisa se pautou por uma abordagem qualitativa, de cunho etnográfico e fez uso de quatro ferramentas de coleta de dados: observação participante, entrevistas semiestruturadas, registros fotográficos e registros fílmicos. O papel da Etnomatemática é enfatizado, demonstrando como as tradições e práticas ancestrais ecoam os princípios da matemática contemporânea e estão alinhadas com os princípios da ciência moderna. Os dados apontam que as técnicas tradicionais adotadas pelos ceramistas da Vila Cuera desempenham um papel crucial na determinação das propriedades simétricas e geométricas presentes na modelagem da argila e nos produtos cerâmicos resultantes. Esses resultados destacam a importância de integrar saberes tradicionais ao cenário científico contemporâneo, proporcionando uma perspectiva mais abrangente e integrada da educação e história da matemática.
Esta pesquisa apresenta resultados parciais da tese de doutorado intitulada “Etnomatemática e suas marcas na formação inicial dos futuros professores de Matemática” e teve como objetivo analisar as marcas deixadas pela Etnomatemática na Licenciatura de Matemática. Identificamos por meio do e-MEC cinco cursos com disciplinas cujo nome apresentava a palavra Etnomatemática. Realizamos entrevista com os professores de tais disciplinas e aplicamos questionário eletrônico aos estudantes. Este estudo apoiou-se nos referenciais teóricos da Etnomatemática. Analisando os dados da pesquisa em relação as concepções de Etnomatemática dos professores percebemos uma grande diversidade, porém foi possível inferir que a valorização dos diversos saberes e o olhar sensível a dimensão humana se configurou como uma linha que interligou os diversos discursos. Os resultados evidenciaram ainda que as concepções dos professores deixaram marcas na construção da ideia de Etnomatemática de seus estudantes.
In Madagascar, beliefs and mentalities are reflected in divination by sikidy. Into the diagonal lines of the mother sikidy are also widely used. Into are considered to be true expressions, and sources of the making of talismans, by combining with plants. Reading the into used on talismans considered sacred avoids overly fanciful interpretations of divination by sikidy.
Reconceptualization of the mathematics curriculum with Roma students adapts an methodologically alternative research model where the researcher explores like a nomad the common spaces of mathematical knowledge. This exploration reveals a rhizome which portrays the possibilities offered to the educational process when mathematics curriculum is oriented to the culture and the historical moment of the students. On the occasion of the birth of a child, a series of mathematical activities which are adapted to their historical present and acquire meaning and substance through everyday life is developed. The developed rhizome gives the opportunity to understand the essence of their daily life and to examine through mathematics power relations and way of action in this specific population group.
La relación entre género y matemáticas ofrece un campo de atención sobre las relaciones de poder que se establecen al interior del aula. Los discursos con enfoque de género han llamado la atención en los niveles sociales, culturales y educativos para erradicar la discriminación hacia las mujeres y personas con orientaciones sexuales diversas. La tradición hegemónica de las matemáticas escolares ha normalizado los roles de género asociando a los hombres una racionalidad innata y a las mujeres un discurso de esfuerzo y dedicación para alcanzar cierto nivel. Si bien se han venido estudiando las relaciones entre estas categorías desde la voz de las y los docentes, se evidencia en la literatura investigativa una carencia por escuchar las voces de niñas, niños y jóvenes. Este artículo presenta algunos resultados de una investigación dirigida a examinar las percepciones de un grupo de estudiantes de un colegio público de Bogotá D.C. acerca del género y las matemáticas. La metodología usada fue fenomenológico-hermenéutica. En dicha investigación se detectaron categorías de análisis en las que se observó la (re)producción de estereotipos de género ligados a hombre/racional y mujer/esfuerzo y dedicación. Además, se detectaron algunos relatos que dan cuenta de una crítica a ese determinismo cultural y que ponen en discusión el papel del hombre por encima de la mujer en actividades intelectuales como las que exigen las matemáticas escolares. El artículo presenta reflexiones finales sobre el papel del lenguaje usado al interior del aula de matemáticas que contribuyan a erradicar la discriminación por género.
The aim of this theoretical article is to, on the one hand, highlight the need for rethinking about EM—considering it as a dynamic field of knowledge and action, and taking into consideration the context in which EM has emerged and developed in counterpoint with current global conditions. On the other hand, this article demonstrates the importance of an EM perspective within the European context; this requires a shift from the experience of colonialism, within which Europe had the central and formative role, toward the more recent phenomenon of coloniality, that is, with the structures, epistemologies, and power relations that maintain societal and cultural hierarchies, in particular, those institutional and social structures that constitute and inform education and mathematics education. Europe, identified as a totality with the exercise of power, has made the recognition of asymmetric power relations within its own geographic boundaries less explicit; this situation has also hampered the development of EM in the European context. The identification within Europe of the Symbolic South (Santos, 2015), and the associated forms of epistemicide of (mathematics) knowledge that comes from out-of-mainstream (marginalized) populations within Europe, for example Roma mathematical practices, activated together the efforts reflected in this article. Methods of ethnomathematics, informed by the analysis of the Symbolic South present in European communities and ongoing structures of coloniality that create epistemicide, can respond to issues of inequity and social justice. ME in the European context and in dialogue with non-structural theories can also broaden the typical EM perspective and methods.
