The Taptana Cañari as a Didactic Resource to Promote Solidarity in the Teaching of Mathematics

Abstract:

The Ministry of Education of Ecuador (MinEduc, 2016) in the Curriculum of the Levels of Compulsory Education determines that the exit profile of the baccalaureate Ecuadorian is based on the values of justice, solidarity and innovation along with skills and responsibilities that students must develop throughout their student life. This profile highlights the interest of the Ecuadorian educational system in developing teaching processes that favour the formation of citizens' values. In addition, the curriculum attaches great importance to ancestral knowledge and the dialogue of knowledge (Ananda et al., 2022). At the same time, it declares that interculturality is a transversal factor that must be considered in all processes. However, teachers are threatened by the challenge of educating their students integrally, combining knowledge and values through an innovative educational practice, which is not specified how achieved in the curriculum. Díaz Quezada & Letelier (2013), point out that the inclusion of the so-called Transversal Fundamental Objectives (OFT) in all areas of the curriculum favours the training of students so that they reasonably and autonomously build their value systems, to that they are trained to critically evaluate the reality that surrounds them and actively intervene to achieve its improvement. Therefore, the use of concrete material to teach Mathematics can favour the development of ethical values such as justice and solidarity. Consequently, it is proposed as a general objective of this study to design a strategy that uses the Taptana cañari as a didactic resource to promote solidarity in the teaching of Mathematics. In this sense, it is based …

Año de publicación:

2022

Keywords:

Fuente:

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