Etnomatemática y Decolonialidad: Una experiencia a partir de algunos sistemas de numeración tradicionales de América

Abstract

The text addresses the problem of teaching numeral systems by highlighting knowledge from non-hegemonic cultures, presenting a pedagogical proposal that seeks to disrupt traditional practices by studying numeral systems, seeking to enrich the curriculum, and fostering inclusion and respect for diverse forms of knowledge. In this case, the characteristics and numeral systems of Colombian indigenous communities were investigated using a classroom project methodology, implemented in a sixth-grade classroom in Bogotá. Students explored various classical or Western numeral systems (Egyptian, Roman, Babylonian), and American numeral systems (Mayan, Aztec, and Inca), and then focused on Colombian indigenous cultures. The elements found were presented in an informative frieze, thus fostering independent learning and appreciation of diversity.

Through this experience, we sought to develop mathematical thinking skills, such as understanding additive and multiplicative structures, identifying numerical bases, and differentiating between additive and positional systems, using various forms of representation. We also emphasized the importance of reflecting on the recognition of the diversity of mathematical thinking and its potential to transform education toward a more inclusive and equitable perspective, constantly challenging Eurocentrism and valuing the knowledge of historically excluded communities.