Women who read, write and calculate to participate in the family and local economy

Abstract

This article reports on the mathematical knowledge identified within two groups of indigenous women in two Mexican regions, with poor or no schooling. The body of mathematical knowledge is identified through exploratory situations whose design was based on a characterization of daily and working activities in which the women of each group participated. The crossing of theoretical and analytical lenses, which is put into discussion, allowed us to produce such an identification. Our purpose is to provide elements for the design of didactic situations that, on the one hand, draw on knowledge built by the participants in their social and cultural activities and, on the other hand, promote the progressive construction of newer mathematics learning.