Ethnomathematics: An approach to teacher perception in aboriginal communities in Peru

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Arnulfo Ortega Mallqui, Wilmer Ortega Chávez

Abstract

Ethnomathematics is the new approach that has mathematical education to favor learning in students of different
educational levels. It is understood epistemologically as a teaching method that seeks to understand the different ways of
knowing different minority cultures during a globalized society. For this reason, the objective was to interpret the experiences
of the mathematics teachers of the Santa Clara of Uchunya community of Peru concerning ethnomathematics work.
Methodologically, the research was approached from a qualitative perspective, making use of the interpretative paradigm
through the ethnomethodological method. This research allowed the recognition of four units of analysis for the presentation of
the results: a) Traditional mathematics and ethnomathematics, irreconcilable?; b) Ethnomathematics and knowledge
management, fundamental pillars for the rescue of ancestral culture; c) Importance of ethnomathematics in the training process
of Aboriginal students; d) Future challenges of ethnomathematics for the achievement of quality and inclusive education in
Peru. The interpretation of the findings raises new questions: How can universities manage ethnomathematics training
programs to achieve social gaps? Are Peruvian universities ready to transform their curricula and include training in
ethnomathematics? What will be the policies of the Peruvian State to reduce social gaps through the implementation of
ethnomathematics programs? What will be the educational reality in other Aboriginal populations regarding the perception of
ethnomathematics?.

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