La construcción de saberes matemáticos en estudiantes de La Campa - Honduras.

Abstract

This article aims to analyze the construction of mathematical knowledge by second and third cycle students in extracurricular contexts, who interact with their peers and family, in productive and recreational activities, as well as the assessment issued by teachers, in four rural schools in the La Campa municipality – Honduras. It is theoretically based on the proposal of the Frenchman Guy Brousseau and Latin Americans such as Ubiratan D'Ambrosio, Paulo Freire and Frida Díaz-Barriga. At a methodological level, the approach is qualitative and exploratory in nature. Participant observation, focus groups and documentary review techniques were included. Two experts in ethnomathematics participate in the validation of the semi-structured questionnaires. The data collection involved recording in the field diary and was developed during the first semester and its analysis in the second of 2022. In the bibliographic review, the absence of works that integrate mathematical knowledge in indigenous or rural communities focused on coffee production environments, specifically in the Honduran context. It is concluded that teachers respect the knowledge acquired by their students in non-didactic situations because it allows them to solve everyday problems and family survival. However, they do not incorporate them into teaching situations because compliance with the basic national curriculum takes precedence. Students in their sociocultural environment practice basic operations, the use of whole numbers, fractions, decimals and procedures typical of their customs. They use their fingers and other objects where mental operations take precedence. Games are playful manifestations that contribute to the development of mathematical thinking, in flexible, dynamic and horizontal spaces that contrast the formality, statism and verticality that characterizes traditional education.