Shapes & folds: Geometry when folding
DOI:
https://doi.org/10.15648/invefor.v5i2.4665Keywords:
Ethnomathematics, Folding,, Geometry, Education, InclusionAbstract
The main objective of this research was to analyze the techniques of metal, fabric and gift box folding, identifying the geometric concepts that emerge from these sociocultural practices. A qualitative methodology was adopted, based on the ethnographic phase of the ethnomathematics program, which included semi-structured interviews with experts in each trade. The theoretical
framework was mainly based on ethnomathematics, highlighting the importance of contextualizing mathematical learning in the students' cultural experiences. The findings show that geometric knowledge is manifested in an intuitive and practical way in the work of the participants, which underlines the educational value of incorporating these experiences into the classroom. The
discussion highlights that recognizing and valuing the mathematical diversity present in different cultures not only enriches teaching but also promotes an inclusive environment that favors the students' sense of belonging and interest in mathematics.
Author Biographies
Jean Marcello Martínez Quiroz, Universidad del Atlántico
Facultad de Ciencias de la Educación. Licenciatura en Matemáticas. Semillero Diversidad Matemática.
Daniela Margarita Vásquez Escorcia, Universidad del Atlántico
Facultad de Ciencias de la Educación. Licenciatura en Matemáticas. Semillero Diversidad Matemática.
Armando Aroca Araujo, Universidad del Atlántico
Facultad de Ciencias de la Educación. Licenciatura en Matemáticas. Semillero Diversidad Matemática.
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