The Ethnomathematical Approach Through The Methodology: Contextualization, Decontextualization and Recontextualization (CDR) and Its Contribution to The Learning of: Arithmetic, Geometry and Algebra

Abstract

Objective: The objective of this article is to investigate the applicability of the CDR Method within the Ethnomathematics approach, in order to make possible the optimization and improvement of the teaching of the main branches of mathematics in Ecuador. This topic has been the product of several investigations carried out at the Institute for Research in Ethnosciences of the Central University of Ecuador, IIEC-UCE, particularly in the area of Ethnomathematics.   Theoretical Framework: under a theoretical and practical frame of reference, with the purpose of showing the possibility of achieving a meaningful, coherent, environmentally sensitive and contextualized learning in the geopolitical reality. It is considered that the main contribution will be to support the construction of an own episteme and identity with the Andean ancestral roots. As for the methodology, we worked with focus groups formed by students of the cycle called General Basic Education.   Method: It is proposed to investigate the applicability of the Ethnomathematical approach through the methodology: Contextualization, Decontextualization and Recontextualization, CDR and its contribution to the learning of arithmetic, geometry and algebra. The stages are described and the cyclical relationship that exists in a dialectical, systematic and propositive process that aims to make a disruption with the traditional algorithmic, decontextualized and memorized methodology that is usually used in the educational system is shown. The use of this method is proposed.   Results and Discussion: The results obtained are considered satisfactory and it was observed that the CDR can be adopted by teachers interested in changing their teaching methods in the classroom, in addition, it is easily adaptable to different educational levels and areas of knowledge such as: History, Chemistry, Arts, Medicine, among others.   Implications of the research: The research aims to provoke a cause-effect situation, where the causality is based on the deficiency of mathematics education in the country and the effect that would produce the approach of contextualization in the different facets: historical, social, political, etc., to produce meaningful learning.   Originality/Value: It is considered original because it presents a new approach to mathematics education; CDR is both a disruptive strategy for learning mathematics in connection with the environment, the Andean episteme and its unique ontology. It IS also an axiological alternative insofar as it incorporates the Andean ethos as a referential philosophical framework.