Ethnomathematics, Real Connections in the Learning Process: Weaving 'Measurement' into Rural Education

Abstract

This study addresses the impact of cultural practices in the teaching of mathematics through Ethnomathematic, a methodology that integrates cultural knowledge in educational processes. In a rural context of Chiloe, the impact of a pedagogical strategy that links learning in formal and informal measurement in the construction of traditional baskets (Chaihue) was explored and analyzed, which can strengthen cultural identity and improve the understanding of mathematical concepts such as measurement. In the archipelago Chiloe, rural schools maintain a strong community link, inherited from initiatives introduced by Jesuits and Franciscans in the 17th century, and strengthened by the first public schools in the 19th century. Today, a traditional educational model still persists, focused on basic instruction and adapted to local needs. At the same time, these schools face challenges such as geographic isolation and the lack of integration of intercultural knowledge in the curriculum.

In response to this problem, the research arose as an alternative to address student demotivation and the lack of integration of cultural knowledge. A mixed methodological design was employed, combining qualitative and quantitative approaches. The sample includes seven students and five teachers. Data collection instruments included initial and final diagnostics, semi-structured interviews and classroom observations. The educational intervention was carried out in five sessions, where cultural practices were integrated with standardized and informal measurement activities.

The qualitative data were coded into four categories: benefits of cultural practices, community connection, cultural examples and challenges. The results show a significant increase in student performance on the post-diagnosis, with the average number of correct responses increasing from 33.3% to 84.52%. The qualitative categories highlighted that the integration of cultural practices fostered meaningful learning, increased participation and strengthened cultural identity.

Teachers emphasized the importance of contextualizing content and opportunities for collaboration between the school and the community. The study shows that pedagogical strategies based on Ethnomathematic are effective in connecting curricular content with the cultural realities of students. However, challenges such as adaptive planning and the need for institutional support to implement this approach in a sustainable manner are identified. The findings reinforce previous theories on the relevance of integrating cultural context in education and open new possibilities for inclusive teaching in rural areas.