Ensino-Aprendizado de Matemática na Perspectiva da Etnomatemática

Abstract

Ethnomathematics values and integrates diverse systems of mathematical knowledge into education, making mathematics more relevant and meaningful for students. It also promotes the understanding of mathematics within cultural diversity and various social contexts. This study aimed to understand how the teaching and learning process of mathematics, from the perspective of ethnomathematics, influences students’ meaningful learning. The research follows a qualitative approach and adopts an action research design, conducted with 8th and 9th-grade students from public schools in the city of Campo Maior, Piauí, Brazil. Data were collected through questionnaires administered to students and teachers, direct classroom observations, a didactic sequence, and a post-test. The results revealed weaknesses in mathematics teaching, often characterized by mechanical and decontextualized practices that hinder student understanding. However, the implementation of an ethnomathematical approach enabled more meaningful learning by connecting school content to students’ daily experiences. It is concluded that adopting contextualized and intuitive practices, as proposed by ethnomathematics, is essential for making the teaching-learning process more effective, and meaningful.