The Taptana Cañari as a Didactic Resource to Promote Solidarity in the Teaching of Mathematics

Abstract

The objective of this study 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, in the sociocritical paradigm, through a case study. As a method, 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 developed: an observation guide, an interview guide, and the observation sheet used by the experts. Among the main results, it can be noted that the use of the Taptana cañari as a didactic tool generated interest in ancestral knowledge and facilitated the learning of mathematics, which promoted the development of solidarity as a human and social value.