Between threads and numbers: Ethnomathematics in the crafting of chinchorros and bolsos

Abstract

This article analyzes the Ethnomathematics present in the artisanal manufacture of hammocks and bags in the Eastern Plains of Colombia. The main objective is to document and analyze this implicit mathematical knowledge, highlighting its value in the creation of patterns and weaving techniques, where research was undertaken with a qualitative and ethnographic approach, using direct observation and semi-structured interviews with three local weavers. The research problem focuses on how mathematical concepts, such as symmetry, proportion and geometry, are used by artisans intuitively in their textile practices, representing traditional knowledge that links mathematics with cultural heritage. The cultural implications of this study highlight the need to value and preserve this traditional knowledge as part of the legacy. The research shows that the integration of ethnomathematical knowledge in education could enrich the teaching of mathematics by using it in practical and cultural contexts, thus promoting more contextualized learning that reinforces identity and ancestral knowledge in the classrooms. The results indicate that weavers apply principles of axial and radial symmetry, counting, multiplication and geometric proportions to structure their designs and the aesthetics of each piece. This knowledge is transmitted from generation to generation and reflects empirical mathematics, sustains and preserves the cultural identity of the region.