Abstract
According to previous research, we consider it necessary to extend the use of games, as mediating elements, in the learning of STEAM (Science, Technology, Engineering, Arts and Mathematics) contents rejected by many students. For this, we have carried out an educational research project on games, with an ethnomathematical approach, since games are an important cultural sign with mathematical and scientific potentialities. We have prepared an anthropological study and an analytical one, generating a catalogue of games from different cultures. Thus, we have verified that, starting with culture, we can get to the game, but we posed the query as to whether, starting from certain games, we could achieve enculturation, by activating mathematical and scientific content in the players. To answer this query, we have created a curricular design called “playful microproject” with three traditional games from different cultures and geographical contexts. The microproject was implemented with 32 participants, from 8 to 12 years old. To analyse the results of the microproject, a case study was carried out using qualitative methodology. As part of the playful microproject, the necessary materials for each game were made by hand, and the games were then played. Both the realization of the games and the act of playing showed evidence of mathematical and scientific content, although more in the act of playing. The results revealed that: (1) the three games mobilized 21 categories of analysis, made up of scientific-mathematical content; (2) the three games proved to be equivalent in strong didactic potential; (3) that the microproject provides a valuable intercultural educational approach. The contents evidenced constitute a fundamental part of the Primary Education curriculum: classify, organize, measure, and quantify items, as well as formulate hypotheses, draw conclusions, place oneself in space, and design strategies, among others. It is concluded that these games can promote scientific-mathematical enculturation in a contextualized way.
Highlights
The educational objectives consist of designing, creating, and implementing activities based on the traditional games selected, constituting a playful microproject, with the ultimate aim of mobilizing mathematical and scientific content in the players
The signs are traditional games and the activities are focused on play, to which we have designed a “playful microproject”
Given that we found no precedent techniques contextualized in games, we generated them as part of the study [95], from the results of the analytical study, in which mathematical and scientific content was shown that can be worked on with the traditional games selected
Summary
Huizinga considered humans to be Homo Ludens or “man who plays” [1] For this author, play is a cultural phenomenon, a social impulse that extends to all civilizations, as an essential element of each culture that subjects create and use throughout the whole of their lives [2,3]. Play is a cultural phenomenon, a social impulse that extends to all civilizations, as an essential element of each culture that subjects create and use throughout the whole of their lives [2,3] We assume his vision and value the importance of play as a cultural sign that characterizes each social group and belongs to all humanity, as it originates with the development of society itself and leads the person towards integration into a social group [4].
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