Estrategias comunitarias de resolución de problemas matemáticos en una comunidad maya en Yucatán

• Felicia Darling ^[1] ; Mariana Barragán Torres ^[2]
  1. [1] Santa Rosa Community College, Estados Unidos
  2. [2] University of California, Los Angeles (UCLA), Estados Unidos
• Localización: Revista latinoamericana de estudios educativos, ISSN 0185-1284, Vol. 51, Nº. 1, 2021, págs. 59-90
• Idioma: español
• DOI: 10.48102/rlee.2021.51.1.199
• Títulos paralelos:
  • Community strategies to mathematical problem solving in a Yucatan maya community
• Enlaces
  • Texto completo
• Resumen
  • español

    Este artículo está basado en un trabajo de campo de seis meses realizado en la región maya de México, y busca explorar la manera en que se instruyen las matemáticas en una escuela secundaria maya de Yucatán. Estudiamos los enfoques de la comunidad para resolver problemas, específicamente los problemas matemáticos, ya que en esta región los resultados de exámenes estandarizados en matemáticas son bajos, y las tasas de deserción son altas. Sin embargo, los enfoques que históricamente se utilizan en la comunidad para resolver problemas están llenos de recursos y activos culturales que pueden apoyar la enseñanza de las matemáticas y el desarrollo de habilidades afines en las escuelas de la comunidad. Por tal motivo, primero ilustramos la tensión que existe entre los conocimientos matemáticos de la comunidad y la escuela. En segundo lugar, buscamos expandir la definición sobre lo que se considera conocimiento matemático. Finalmente, describimos dos estrategias de la comunidad para resolver problemas matemáticos que conllevan la autonomía y la mentalidad de improvisación.

  • English

    This paper draws from a six-month study in a Yucatan Maya community in Mexico. The research explores the extent to which mathematics education capitalizes upon community approaches to problem solving. In this Maya village, math scores are low, and dropout rates are high. Still, local approaches to problem solving provide clues for teaching math, engineering, and maker skills in Mexico, the US, and other communities with little access to formal education. In our findings, we illustrate the tension between community and school mathematics knowledge; contribute to the expanding definition of what counts as legitimate mathematics knowledge, and illuminate two community approaches to problem solving involving autonomy and improvisational mindset.

• Referencias bibliográficas
  • Aguiar, E., y Acle-Tomasini, G. (2011). Adaptación escolar en estudiantes mayas yucatecos de secundaria. VIII Congreso de Investigación y...
  • Aguiar, E.A., y Acle-Tomasini, G. (2012). Resiliencia, factores de riesgo y protección en adolescentes mayas de Yucatán: elementos para favorecer...
  • Aguirre, J., y Zavala, M. (2013). Making culturally responsive mathematics teaching explicit: A lesson analysis tool. Pedagogies: An International...
  • Au, K. H., y Mason, J. M. (1981). Social organizational factors in learning of reading: The balance of rights hypothesis. Reading Research...
  • Baroody, A. J., y Dowker, A. (Eds.) (2013). The development of arithmetic concepts and skills: Constructive adaptive expertise. Nueva Jersey:...
  • Berlin, B. (1968). Tzeltal numeral classifiers: A study in ethnographic semantics (70). The Hague: Mouton. https://www.worldcat.org/title/tzeltal-numeral-classifiers-a-study-in-ethnographic-semantics/oclc/184827
  • Boaler, J. (2002). Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning. Nueva...
  • Boaler, J. (2016). Mathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages and Innovative Teaching....
  • Bohnemeyer, J. (2011). Spatial frames of reference in Yucatec: Referential promiscuity and task-specificity. Language Sciences, 33(6), 892-914....
  • Bourdieu, P. (1987). Bourdieu: What Makes a Social Class? On the Theoretical and Practical Existence of Groups. Berkeley Journal of Sociology:...
  • Campbell, J. L., Quincy, C., Osserman, J., y Pedersen, O. K. (2013). Coding in-depth semi- structured interviews: problems of unitization...
  • Cantoral, R. (2018). Educación comparada en América Latina. El caso de la educación alternativa en Oaxaca: matemáticas y práctica social....
  • Casanova, S. (2011). Ethnic identity, acculturation, and perceived discrimination for indigenous Mexican youth: a cross-cultural comparative...
  • Chavajay, P., y Rogoff, B. (2002). Schooling and traditional collaborative social organization of problem solving by Mayan mothers and children....
  • Colegio de México (2018). Desigualdades en México, 2018. México: El Colegio de México, Red de Estudios sobre Desigualdades. https://desigualdades.colmex.mx/informe-desigualdades-2018.pdf
  • Darling, F. (2017). Outsider Indigenous Research: Dancing the Tightrope Between Etic and Emic Perspectives. Forum: Qualitative Social Research,...
  • Darling, F. (2019). Incorporating cultural assets in Yucatec Maya math classrooms. Opportunities missed? Journal of Mathematics and Culture,...
  • De Agüero, M. (2003). El pensamiento práctico de una cuadrilla de pintores. Estrategias para la solución de problemas en situaciones matematizables...
  • Dedoose Version 8.0.35, web application for managing, analyzing, and presenting qualitative and mixed method research data (2018). Los Ángeles,...
  • Dee, T. S., y Penner, E. K. (2017). The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum. American Educational...
  • Emerson, R. M., Fretz, R. I., y Shaw, L. L. (2001). Participant Observation and Fieldnotes. En P. Atkinson, A. Coffey, S. Delamont, J. Lofland...
  • Emerson, R. M., Fretz, R. I., y Shaw, L. L. (2011). Writing ethnographic fieldnotes. Chicago: University of Chicago Press. press.uchicago.edu/ucp/books/book/chicago/W/bo12182616.html
  • Ezeife, A. N. (2002). Mathematics and culture nexus: The interactions of culture and mathematics in an Aboriginal classroom. International...
  • Fernández, E. (2012). Effects of land use change and urban development on biodiversity and traditional ecological knowledge in a Maya community...
  • Furuto, L. H. (2014). Pacific ethnomathematics: pedagogy and practices in mathematics education. Teaching Mathematics and Its Applications....
  • Galda, K. (1979). Logic in Non-Indo-European Languages: Yucatec Maya, a Case Study. Theoretical Linguistics, 6,(1-3), 145-160. https://doi.org/10.1515/thli.1979.6.1-3.145
  • Hatano, G., y Oura, Y. (2003). Reconceptualizing school learning using insight from expertise research. Educational Researcher, 32(8), 26-29....
  • Hatano, G., e Inagaki, K. (1992). Desituating cognition through the construction of conceptual knowledge. En P. Light y G. Butterworth (eds.),...
  • Instituto Nacional para la Evaluación de la Educación (INEE) (2012). México en PISA 2012. México: INEE. http://www.sems.gob.mx/work/models/sems/Resource/11149/1/images/Mexico_PISA_2
  • INEGI (2005). Conteo de Población y Vivienda 2005. México: Gobierno de México. http://www.inegi.org.mx/est/contenidos/proyectos/ccpv/cpv2005...
  • Jorgensen, R., Sullivan, P., Grootenboer, P., Niesche, R., Lerman, S., y Boaler, J. (2011). Maths in the Kimberley: Reforming Mathematics...
  • Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Estados Unidos: University of California Press. doi.org/10.1353/sof.2004.0090
  • Lave, J., y Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Reino Unido: Cambridge University Press. doi.org/10.1017/CBO9780511815355
  • Lave, J., Murtaugh, M., y de la Rocha, O. (1984). The dialectic of arithmetic in grocery shopping. En B. Rogoff y J. Lave (eds.), Everyday...
  • Lee, C. (1995). A culturally based cognitive apprenticeship: Teaching African American high school students’ skills in literary interpretation....
  • Lee, C. (2001). Is October Brown Chinese? A cultural modeling activity system for underachieving students. American Educational Research Journal,...
  • Lin, X., Schwartz, D. L., y Bransford, J. (2007). Intercultural adaptive expertise: Explicit and implicit lessons from Dr. Human Development,...
  • Lipka, J., Hogan, M. P., Webster, J. P., Yanez, E., Adams, B., Clark, S., y Lacy, D. (2005). Math in a cultural context: Two case studies...
  • McDermott, R., Goldman, S., y Varenne, H. (2006). The cultural work of learning disabilities. Educational Researcher, 35(6), 12-17. doi.org/10.3102/0013189X035006012
  • McDermott, R. (1993). The acquisition of a child by a learning disability. En S. Chaiklin y J. Lave (eds.), Understanding practice: Perspectives...
  • Miles, M. B., y Huberman, A. (1984). Qualitative Data Analysis: A Sourcebook of New Methods. Beverly Hills, California: Sage. us.sagepub.com/en-us/nam/qualitative-data-analysis/book246128
  • Montgomery, J. K. (2007). Vocabulary Intervention for RTI: Tiers 1, 2, 3. http://74.125.45.104/search?q=cache:VjfiwE6PJYEJ:convention.asha.org/2007/...
  • Nunes, T., Schliemann, A. D., y Carraher, D. W. (1993). Street mathematics and school mathematics. Reino Unido: Cambridge University Press....
  • Ortiz-Franco, L. (1993). Chicanos have math in their blood: Pre-Columbian mathematics. The Radical Teacher, (43), 10-14. www.jstor.org/stable/20709756
  • Powers, J. T., Cook, J. E., Purdie-Vaughns, V., Garcia, J., Apfel, N., y Cohen, G. L. (2016). Changing Environments by Changing Individuals:...
  • Quaresma, M. L., y Zamorano, L. (2016). El sentido de pertenencia en escuelas públicas de excelencia. Revista Mexicana de investigación educativa,...
  • Reyes Juárez, A. (2009). La escuela secundaria como espacio de construcción de identidades juveniles. Revista Mexicana de Investigación Educativa,...
  • Rodríguez, L., y Ramiro A. (2010). Lengua, espacios y procesos de socialización de niños indígenas en México: un enfoque sociodemográfico...
  • Rogoff, B. (2003). The Cultural Nature of Human Development. Reino Unido: Oxford University Press.
  • Rogoff, B., Paradise, R., Arauz, R. M., Correa-Chávez, M., y Angelillo, C. (2003). Firsthand learning through intent participation. Annual...
  • Saxe, G. B. (1985). Effects of schooling on arithmetical understandings: Studies with Oksapmin children in Papua New Guinea. Journal of Educational...
  • Saxe, G. B. (1988). The mathematics of child street vendors. Child Development, 59(5),1415-1425. www.jstor.org/stable/1130503
  • Sedesol (2012). Informe de Pobreza 2012. México: Sedesol. Recuperado de http://www.sedesol.gob.mx/work/models/SEDESOL/Informes_pobreza/2014/Estados/Yu...
  • Small, M. L. (2009). How many cases do I need? On science and the logic of case selection in field-based research. Ethnography, 10(1), 5-38....
  • Suitts, S. (2015). A New Majority: Low-income students the new majority in the nation’s public schools. Southern Education Foundation Research...
  • Taylor, S. V. y Sobel, D. M. (2011). Culturally Responsive Pedagogy: Teaching like our students’ lives matter. 4. Estados Unidos: Emerald...
  • Teese, R. (2000). Academic success and social power: Examinations and inequality. Australia: Melbourne University Press. www.mup.com.au/books/academic-success-and-social-power-paperback-softback
  • Torbeyns, J., Verschaffel, L., y Ghesquière, P. (2006). The development of children's adaptive expertise in the number domain 20 to 100....
  • Turner, E. E., Drake, C., McDuffie, A. R., Aguirre, J., Bartell, T. G., y Foote, M. Q. (2012). Promoting equity in mathematics teacher preparation:...
  • Yackel, E., y Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education,...