Abstract
Two centuries of monocultural schools in Chile have an impact on the teaching of static and behavioral mathematics to the general population, even though the mathematics is historically and culturally situated in the logic of oral and / or practical procedures in different sociocultural groups invisible to the school. Thus, this research seeks to interpret and characterize the development of mathematical knowledge of the Mapuche from practices located in and from communities, with the desire to project them to the formal educational system and thus corrode the model established in Chilean Mathematical Education, giving evidence of a model of teaching and learning of mathematics typical of the Mapuche people. Through a mixed character analysis, using the Constant Comparative Method and the Analysis of Latent Classes about in-depth interviews with an ethnographic focus in the framework of the Grounded Theory, a Conditional / Consequential Model that characterizes the development of mathematical knowledge is constituted Mapuche from two focuses: Knowledge, centered on the oral memory transmitted in the Mapuche language (mapudungun) when solving contextual mathematical problems and the Do, focusing on mathematical elements implicit in the action developed.
Published Version
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