AN INTERCULTURAL TECHNOLOGICAL ELEMENT FOR THE LEARNING OF PROPORTIONALITY IN A RESERVATION OF THE EMBERÁ-CHAMÍ-COLOMBIAN ETHNIC GROUP

Luis Hernando Carmona-Ramírez, Universidad Católica de Manizales, Colombia
Jorge Luis Bedoya-Serrano, Universidad de Caldas, Colombia

 10.21831/ej.v4i2.60455

Abstract


The panorama of ethno-education is compromising for the 115 native indigenous ethnic groups from Colombia, bearing in mind that some educational institutions have not advanced in the incorporation of their own knowledge in their intercultural curricula. The aim of this qualitative tradition (Educational Action Research) study was to implement a bilingual (Ebera-bedea/Spanish) Intercultural Technological Element (ITE) by using Geogebra in order to teach the concept of proportionality in an indigenous reservation of the ethnic group Emberá-Chamí. 13 students of basic secondary education belonging to ethnic group were included. Firstly, a diagnostic evaluation was performed to assess the initial knowledge of the students about the concept of proportionality in their own native language. Then the ITE was designed and applied to the students. The students were evaluated on three aspects (1) on their own knowledge, (2) on the affective and emotional aspect and on (3) their conceptions. In general, the students were able to contemplate the relationship between the topic developed (proportionality) and the activities of the culture with a reception of 77%. Regarding the emotional aspect 62% of the students see the solution of the guides as favorable since it promotes individual work as well as responsibility, and the other 38% perceive it moderately. On the other hand, the worldview and cosmogony conceptions were achieved in the 84% of the students.

Keywords


Intercultural technological element; ethnomathematics; Emberá–Chamí reservation; proportionality

Full Text:

PDF

References


Balamurugan, M. (2015). Ethnomathematics; an approach for learning mathematics from multicultural perspectives. International Journal of Modern Research and Reviews, 3(6), 716–720. http://journalijmrr.com/wp-content/uploads/2015/08/IJMRR-175.pdf

Bishop, A. J. (1988). Mathematics Education in Its Cultural Context. Educational Studies in Mathematics, 19(2), 179–191. https://www.jstor.org/stable/3482573

Bishop, A. J. (1991). Mathematical Enculturation: A Cultural Perspective on Mathematics. Kluwer Academics Publisher.

Bisquerra-Alzina, R. (2009). Metodología de la investigación educativa. Metodología de la investigación educativa. (La Muralla).

Bressoud, D., Ghedamsi, I., Martinez-Luaces, V., & Törner, G. (2016). Teaching and learning of calculus. ICME-13 Topical Surveys. https://library.oapen.org/bitstream/handle/20.500.12657/27707/1/1002299.pdf

D’Ambrosio, U., Rosa, M., Clark Orey, Daniel Shirley, L., Wilfredo V., A., Palhares, P., & Gavarrete, M. E. (2016). Current and Future Perspectives of Ethnomathematics as a Program. In G. Kaiser (Ed.), ICME-13 Topical Surveys (p. 50). Springer Open. https://link.springer.com/chapter/10.1007/978-3-319-30120-4_2

Elliott, J. (1993). El cambio educativo desde la investigación-acción (E. Morata (ed.)).

Espinar Mesa, G., Fernández Oliveras, A., & Oliveras Contreras, M. L. (2014). El ouril como ejemplo del uso de los juegos culturales para la enseñanza globalizadora de las matemáticas. ReiDoCrea: Revista Electrónica de Investigación Docencia Creativa. https://doi.org/10.30827/DIGIBUG.32853

Fitrianawati, M., & Setiyawati, T. (2021). Development of an ethnomathematics-based digital flipbook module for least common multiple and greatest common divisor in the fourth grade of elementary school. Ethnomathematics Journal, 2(2), 67–79. https://doi.org/10.21831/ej.v2i2.42699

Frias-Navarro, D. (2019). Apuntes de consistencia interna de las puntuaciones de un instrumento de medida. https://www.uv.es/~friasnav/AlfaCronbach.pdf

Hernández, R., Fernández, C., & Baptista, M. (2014). Metodología de la Investigación (M. G. Hill (ed.); 6th ed.).

Hohenwarter, M. (2001). What is GeoGebra? https://www.geogebra.org/about?lang=es#:~:text=¿Qué es GeoGebra%3F,cálculo en un solo motor.

Kemmis, S. & McTaggart, R. (1988). Cómo planificar la investigación-acción (Laertes).

Koro-Ljungberg, M. (2015). Reconceptualizing qualitative research: Methodologies without methodology. Sage Publications.

Ministerio de las Tecnologías de la Información y las comunicaciones. (2012). Maestros comprometidos con el desarrollo de la educación a través de las TIC. https://www.mintic.gov.co/portal/inicio/1305:Maestros-comprometidos-con-el-desarrollo-de-la-educacion-a-traves-de-las-TIC

Mora Saavedra, J. C. (2020). Geogebra como herramienta de transformación educativa en Matemática. In Mamakuna (Issue 14). https://revistas.unae.edu.ec/index.php/mamakuna/article/view/349

Oller-Marcén, A., & Gairín - Sallán, J. M. (2013). La génesis histórica de los conceptos de razón y proporción y su posterior aritmetización. Revista Latinoamericana de Investigación En Matemática Educativa.

Parra, A. I. (2006). Una experiencia etnomatemática en el amazonas colombiano. Acta Latinoamericana de Matemática Educativa, 19, 773–779.

Plan de Salvaguarda Pueblo Emberá de Caldas, Pub. L. No. Auto 004 Corte Constitucional de Colombia, 183 (2011). https://verdadabierta.com/wp-content/uploads/2018/11/Plan-Salvaguarda-Pueblo-Embera-Caldas.pdf

Pérez-Hernández, J. (2019). Educación y valores interculturales desde la hermenéutica analógica de Mauricio Beuchot. Educere, 23(74), 15–26. https://www.redalyc.org/articulo.oa?id=35657597002

Rebolledo-Morelo, J. G. R. (2019, July). Etnoeducacion y las TICs, una oportunidad para la productividad y competitividad de la Etnia Zenu-Sucre en Colombia. Congreso Internacional de Tecnología, Ciencia y Sociedad. https://conferences.eagora.org/index.php/tecnoysoc/techno2019/paper/view/10428

SMT-ONIC. (2022). Resguardo Totumal. Sistema de Monitoreo Territorial. https://wiki.monitoreoterritorial-onic.co/index.php?title=Resguardo_Totumal

Tumino, M. C., & Bournissen, J. M. (2020). Integration of ICT in the classroom and its impact on students: construction and validation of measurement scales. IJERI: International Journal of Educational Research and Innovation, 13. https://www.upo.es/revistas/index.php/IJERI/article/view/4586




DOI: https://doi.org/10.21831/ej.v4i2.60455

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Ethnomathematics Journal

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

Printed ISSN (p-ISSN): 2798-9755 | Online ISSN (e-ISSN): 2776-3676

Creative Commons LicenseEthnomathematics Journal by https://journal.uny.ac.id/index.php/ethnomath/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
 

Visitor Statistics