Etnomatemática al aula: la danza como medio en la relación cultura y escuela

Abstract

This research report shows the relationship I wanted to establish between an experience of inquiry into mathematics that are used by a cultural group of dances from the perspective of ethno mathematics, it was taken to the conventional classroom in which I work as a teacher of mathematics, specifically I took as an input the mathematical knowledge identified in the usual practices of folk dance activity in a group of the city of Bogotá, described by Gutierrez (2012), from these I elaborated a proposal of teaching geometric knowledge for children of third grade of primary school with the purpose of establishing links between the knowledge coming from the ethno mathematics and the conventional classrooms. For the development and analysis of the activities, I used categories based on the universal mathematical activities described by Bishop (1999): counting, measuring, designing, explaining, locating and playing; in addition, the mathematical-body relationship from which I created aphorisms inspired by the work of Miarka (2018), aphorisms of image, movement, body, rhythm and culture; finally the conception of mathematical text proposed by Parra (2013), which implies the appearance of signs and symbols that maintain a structure as a semiotic system and that enables communication among the members of a group.