Tejiendo saberes: una experiencia matemática con comunidades indígenas

Abstract

This report describes the experience of a mathematics teacher immersing themselves in a new educational paradigm inspired by encounters with indigenous communities, exploring how these communities have integrated mathematics into their culture and language over generation. Though immersion, the author reflects on cultural differences and challenges, highlighting how these communities have an intrinsic relationship with mathematical concepts such as numerical thinking, time measurement geometry, and spatial reasoning. The report is structured in four chapters: the first describes the personal experience and cultural clashes; the second offers a theoretical framework on interculturality and mathematical culture; the third present an education proposal for teaching mathematics in intercultural contexts; and the fourth analyzed the effectiveness of this educational tool, evaluating its impact on students learning. Through this process, the author aims to enrich mathematics teaching and promote an intercultural understanding of mathematics as a diverse form of human knowledge.