Análisis al reconocimiento y valoración de la Etnomatemática en libros de matemática de EGB Superior

Abstract

Ethnomathematics, proposed by Ubiratan D’Ambrosio, acknowledges the diverse ways in which cultures approach mathematics, a crucial aspect in a culturally diverse country like Ecuador. However, its integration into the educational system remains limited, as evidenced by this study, which analyzes the inclusion of ethnomathematics in General Basic Education textbooks (ages 11-14). Using a mixed quantitative-qualitative methodology, 2,167 activities, 18 projects, and 383 interdisciplinary sections from eighth, ninth, and tenth-grade textbooks were evaluated, classifying the exercises into 18 categories to identify cultural content. The results showed that 98.11% of the exercises lacked cultural influence, and only 1.89% incorporated ethnomathematical elements, highlighting a significant gap between the Ecuadorian curriculum, which promotes interculturality, and the textbooks in use. To address this limitation, the study includes interviews with a master mason and a market vendor, representatives of distinct cultural groups, whose practices served as the basis for designing a teaching guide. This guide proposes contextualized mathematical activities, integrating practical knowledge and connecting learning with the students' sociocultural environment.