La shigra cómo material didáctico etnomatemático para los estudiantes de 8vo EGB de la Unidad Educativa del Milenio Intercultural Bilingüe Chibuleo.

Abstract

Intercultural Bilingual Education in Ecuador seeks to revalue the ancestral knowledge of peoples and nationalities, therefore, the research project aimed to apply an interlearning guide with ethnomathematical processes and cultural knowledge to improve performance in the subject of mathematics. Since, from the pre-professional practices, the lack of contextualized didactic material of the Chibuleo Community was witnessed in the 8th grade students of the Intercultural Bilingual Educational Unit Chibuleo in the teaching and learning of mathematics. The methodology was qualitative and participant action research, taking as a main tool the participant observation inside the classroom of 8th grade A and B. One has 26 students and the other 20, all students speak their Kichwa language and maintain their traditions, values, beliefs, rituals, symbols, norms and customs; also, the interview and conversations with Chibuleo community members was a relevant instrument to determine the use of the Shigra as an element of the culture. The results of the research indicate that there is a need to implement an ethnomathematical resource called "La Shigra", since it allows the recognition of a cultural resource and to reinforce the students' knowledge of mathematics, thus improving their teaching-learning. The interlearning guide, integrating the shigra in the thematic of Thales' Theorem, through the union of ethnomathematical processes (counting, designing, measuring, locating, playing and explaining), allowed us to make a relationship of culture and conventional and non-conventional measures, which served us for the construction of the Shigra in the process of applying the guide. The direct contact with a community member in the development of the workshop made it possible to value the Shigra resource in the "Creation" knowledge phase of the interlearning guide.