Taptana cañari as a didactic resource to promote solidarity in the teaching of mathematics

Abstract

The purpose of this work was to design a strategy that uses the Taptana cañari as a didactic resource to promote solidarity in the teaching of mathematics. The research approach was qualitative framed in the sociocritical paradigm, through a case study. As a method and investigative techniques were used: observation in the workshops, interviews with teachers and expert judgment to analyze the photographs taken during the workshops. Based on the theoretical categories of solidarity: social responsibility, respect for identity, emotional intelligence and teamwork, the instruments were elaborated: observation guide, interview guide and the observation sheet used by the experts. Among the main results, it can be indicated that the use of the Taptana cañari as a didactic resource generated interest in ancestral knowledge and facilitated the learning of mathematics, which promoted the development of solidarity as a human and social value.