Third Space: Model of Mathematical Tasks with Cultural Responsibility from the indigenous contexts

Abstract

The mathematics teaching in indigenous contexts often ignores t he mat hemat ical knowledge and t eachi ng st yles of t he communities, positioning the wester n school domain. The consequences of this, merit formulating a proposal that is raised from indigenous peoples, so this research builds a model of mathematical tasks with cultural responsibility (MTCR) from the Mapuche context i n three i ndigenous ter ritories of Chile and t hei r respect ive schools. The work wit h each establishment and its family context is carried out under the research cycles and the participatory action research process, from which a modelo MTCR is configured with mathematical artifacts, objectives, activities and class management as a founding struct ures of a third space integrated in a parallel dialogical way between local and school culture.