La etnomatemática como estrategia inclusiva para la enseñanza de las matemáticas del cuarto grado de EGB de una institución educativa rural

Abstract

Ecuador has become a country characterized by a remarkable cultural and linguistic diversity, as mestizos, indigenous peoples, and people of African descent coexist there. In this sense, the current educational system seeks to promote student-centered approaches, considering their cultural and everyday environment. Based on this, this case study used inclusive methodologies based on ethnomathematics with fourth-grade elementary school children at a rural school. The findings indicated that incorporating environmental activities such as agricultural work fosters deeper and more equitable learning. Furthermore, collaborative work in the group encouraged peer exchange and appreciation for diversity within the educational environment. Consequently, beyond the question of what and how to teach, teachers must "know/do mathematics" based on the sociocultural diversity of the classroom and cultural practices, recognizing students' prior knowledge and understanding that there are multiple ways of doing, knowing, and learning mathematics.