Ethnomathematic ludic strategies of the numbers in language pemón taurepan of students of basic education

Abstract

This research is based on the teaching and learning of ludic strategies within the context of ethnomathematics. Its purpose was to identify potential semiotic conflicts in the didactic interaction in mathematics (with the numbers 0-9) and the use of the mother tongue (Pemón Taurepán), of the students of the San Antonio de Morichal School, of the Gran Sabana indigenous community (Santa Elena de Üairén, Venezuela). The study is descriptive level. It is a feasible project, in the field. The population was constituted by ten (10) students, five (05) Teachers, two (02) Auxiliaries and three members (03) of the Executive Staff. A questionnaire of eight (08) items was used, in which some ludic strategies are proposed within the context of ethnomathematics to address the need for the identification of performance. Through this research it was determined that the learning process is possible and more effective through the implementation of techniques and strategies that allow the teacher to arrive in a pedagogical way to translate the knowledge in the students.