Relevance and ethno-mathematics in the education of indigenous children in Cauca, Colombia

Abstract

The low academic performance in mathematics of indigenous students is the focus of the study described in this article. The authors examine the relevance of educational interactions between 11 ethno-educators and 249 primary school students in the indigenous community of Pueblo Nuevo (Cauca, Colombia). The goal of this research was to identify the relationship between classroom activities and students’ lives. The study used a mixed descriptive-exploratory approach that was mediated by observations and surveys, revealing that ethno-educational practices, to a small extent, draw on the interests of children and the cultural richness of the Nasa people. The authors conclude that taking into account the voices of the children in curriculum planning, enhancing certain cultural practices and improving instructional design can improve the quality of mathematics education for children in rural and ethnic communities.