Methodological proposal for linking ancestral mathematical knowledge of the Males Reservation, to the formal mathematics curriculum of the 6th grade of basic secondary education

Abstract

This research arises as a result of the different needs that emerge in the intercultural educational context and that are manifested in different ways in the population of the indigenous community of the town of Males, in the municipality of Córdoba, department of Nariño, southwestern Colombia. Starting from the awareness of the importance of ancestral knowledge and practices, it is intended to generate, from the process developed in the project, a methodological proposal that guides the steps to follow to achieve the inclusion of ancestral mathematical knowledge and practices of the indigenous reservation de Males in the formal curriculum of the 6th grade students of the Nuestra Señora de Fátima educational institution. With this process of articulation and integration of these practices and knowledge into the formal curriculum, a new way of teaching and learning the mathematical contents are proposed, making them diverse and practical, all this without neglecting the formal concepts of the area.

The process begins with the identification of the knowledgeable people and teachers who have the knowledge, credibility and acceptance by the community in general, in order with their support, to identify which are the ancestral mathematical practices and knowledge of the community that are according to the contents of the 6th grade. This research will have a qualitative approach and the type of study will be ethnographic. The previous information will be obtained through participatory observation and formal information through the interview.