Estrategia Etnomatem?tica Hilando y Tejiendo conocimientos Yachay puchkashpa awashpa para potenciar el pensamientol?gico-matem?tico
- Format
- BachelorThesis
- Status
- publishedVersion
- Description
La estrategia Etnomatem?tica Hilando y Tejiendo conocimientos Yachay puchkashpa awashpa surge de un trabajo de investigaci?n con los estudiantes de quinto a?o de Educaci?n General B?sica de la Unidad Educativa Comunitaria Intercultural Biling?e Guardiana de la Lengua y Saberes Ancestrales UECIB Tupak Yupanki de Saraguro-Loja, durante las pr?cticas preprofesionales de inmersi?n, presencial de octavo y virtual de noveno ciclo, de la carrera de Educaci?n Intercultural Biling?e EIB. A trav?s de la observaci?n y participaci?n en el aula se evidenci? que, la metodolog?a de la ense?anza de las Matem?ticas respond?a a actividades abstractas y memor?sticas, y que no se vinculaban al contexto sociocultural del estudiante; es as? que, tras observar estas particularidades se plante? la siguiente interrogante ?De qu? manera los estudiantes pueden potenciar su pensamiento l?gico-matem?tico a partir de las pr?cticas culturales de la comunidad, sus intereses y capacidades? Con base a esta pregunta y la revisi?n de literatura se consider? trabajar con un enfoque etnomatem?tico propuesto por D?Ambrosio (2013), quien plantea que el proceso de ense?anza-aprendizaje de las Matem?ticas se genera desde los conocimientos de la cultura del estudiante y deben relacionarse a los procesos acad?micos. Asimismo, se consider? la metodolog?a de Resoluci?n de problemas de George Polya (2014) como una alternativa para ense?ar y aprender Matem?ticas, puesto que, permite al estudiante analizar y reflexionar sobre las actividades que realizan mediante las preguntas gu?as propuestas en las cuatro fases de resoluci?n de problemas. De igual manera, se considera las situaciones did?cticas a partir de actividades de observaci?n y experimentaci?n en salidas de campo y trabajos en clases. Para cumplir el objetivo del trabajo se procedi? a dise?ar la estrategia etnomatem?tica que contiene actividades pr?cticas y problemas matem?ticos relacionados con las pr?cticas socioculturales del hilado y tejido de vestimenta de lana de oveja de la comunidad de O?acapac. Las actividades est?n dise?adas para ser desarrolladas grupalmente en distintos escenarios, dentro y fuera del aula, con la participaci?n de taytas y mamas, personas conocedoras de las pr?cticas culturales. Se destaca las formas de educaci?n ancestral que respeta las formas de vida de los pueblos e incluya a la familia y comunidad para la formaci?n integral del individuo (Ministerio de Educaci?n, 2013).La metodolog?a de investigaci?n de Etnograf?a Educativa, con enfoque cualitativo permiti? recolectar datos del contexto ?ulico y comunitario mediante la interrelaci?n y convivencia activa con sus miembros; las observaciones participantes, las entrevistas semiestructuradas, los diarios de campo y los recursos multimedia facilitaron el registro de los procesos que engloban las pr?cticas culturales y el aspecto pedag?gico del aula; datos que aportaron al desarrollo de las actividades de la propuesta. El an?lisis de datos indic? que, el proceso de ense?anza de las Matem?ticas requiere de un trabajo complementario entre las pr?cticas pedag?gicas y la comunidad (pr?cticas culturales), a trav?s de un aprendizaje contextualizado basado en la observaci?n y experimentaci?n en distintos escenarios; aspectos que se argumentan con las reflexiones te?ricas. Con ello se concluye que, la estrategia etnomatem?tica permite potenciar el pensamiento l?gico-matem?tico a partir de la resoluci?n de actividades y situaciones del entorno real del estudiante, pues no limitan a los estudiantes a utilizar y aplicar, ?nicamente algoritmos y f?rmulas, sino que invita a la b?squeda y uso de diferentes estrategias de soluci?n.
The Ethnomathematical strategy Spinning and Weaving knowledge Yachay puchkashpa awashpa arises from a research work with the students of 5th level of Basic General Education of the Tupak Yupanki Intercultural Community Educational Unit (UECIB) in Saraguro-Loja, during the pre-professional immersion practices, 8th classroom and 9th virtual, Intercultural Bilingual Education EIB. Through observation and participation in the classroom, it was evident that the methodology of teaching Mathematics responded to abstract and rote activities, and that they were not linked to the sociocultural context of the student. Thus, after observing these particularities, the following question was raised: How can students enhance their logical-mathematical thinking based on the cultural practices of the community, their interests and capacities? Based on this question and the literature review, it was considered to work with an ethnomathematical approach proposed by D?Ambrosio (2013), who states that the teaching-learning process of Mathematics is generated from the knowledge of the student's culture and must relate to academic processes. Likewise, the Problem solving methodology of George Polya (2014) was considered as an alternative to teach and learn Mathematics, since it allows the student to analyze and reflect on the activities they carry out through the guiding questions proposed in the four phases of problem solving. Similarly, didactic situations are considered from observation and experimentation activities in field trips and class work. To fulfill the objective of the work, we proceeded to design the ethnomathematical strategy that contains practical activities and mathematical problems related to the sociocultural practices of spinning and weaving clothing from sheep wool from the community of O?acapac. The activities are designed to be developed in groups in different settings, inside and outside the classroom, with the participation of Taytas and Mamas, people who are knowledgeable about cultural practices. Ancestral forms of education that respect the peoples' ways of life and include the family and community for the integral formation of the individual are highlighted (Ministry of Education, 2013). The Educational Ethnography research methodology, with a qualitative approach, allowed to collect data from the classroom and community context through interrelation and active coexistence with its members; participating observations, semi-structured interviews, field diaries and multimedia resources facilitated the recording of the processes that encompass cultural practices and the pedagogical aspect of the classroom; data that contributed to the development of the activities of the proposal. The data analysis indicated that the Mathematics teaching process requires complementary work between pedagogical practices and the community (cultural practices), through contextualized learning based on observation and experimentation in different settings; aspects that are argued with theoretical reflections. With this, it is concluded that the ethnomathematical strategy allows to enhance logical-mathematical thinking from the resolution of activities and situations in the real environment of the student, since they do not limit students to use and apply only algorithms and formulas, but rather invites the search and se of different solution strategies.
Azogues
- Publication Year
- 2020
- Language
- Topic
- Etnomatem?ticas
Estrategias did?cticas
Pr?cticas culturales
Matem?ticas
Estudiantes
Ethnomathematics
Didactic strategies
Cultural practices
Mathematics
Students
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- Repositorio Universidad Nacional de Educación
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- http://repositorio.unae.edu.ec/handle/123456789/1852
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- openAccess
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