Educational resources to promote interculturality in ethnomathematics

María Verónica Saca Ramos., Stalin Mauricio Ruiz Ocaña., Mónica Dayana Ortiz Erazo and Fanny Yantalema Morocho

The present article will be based on the diverse lines such as cultural anthropology, Latin American thought, contemporary pedagogy, intercultural curricular design, social theory, Andean anthropology, and didactics of mathematics learning. Its objective will be to analyze and systematize how the didactic resources of ancestral wisdom foster interculturality in ethnomathematics. This manuscript presents a Latin American vision of Ethnomathematics from the perspective of analysis, research, to integrate educational programs in the classroom. The central approach is that ethnomathematics manages to understand other ways of learning in the teaching-learning process, to know and relate to the world from a decolonizing conception, and from there it is possible to manifest what is understood by mathematical knowledge. Subsequently, some conceptions, inclinations and alternatives that are part of this field of research are presented. Each people has implemented knowledge based on their way of being, knowing and interrelated with the society of which they are part as beings that are diverse and have their own culture, these needs appear in the way of life that has developed. The same happens today with the different socio-cultural groups that coexist in our societies. The study of such knowledge generated in their own social and cultural environments is part of the interest of ethnomathematics, which assumes that there may be different ways of knowing how to incorporate into society.

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