Mathematical Modeling as a didactic proposal in the Kankuamo indigenous shelter of the municipality of Valledupar

Abstract

This article presents a point of view on the use of the strategies implemented by mathematical modeling as a didactic proposal for teaching arithmetic in educational institutions of the Kankuamo indigenous reservation in primary basic education in Valledupar, we rely on the lines Theories of Bassanezi (2002), Biembengut and Hein (2003) and Villa (2007), who propose mathematical modeling as the best way to investigate inside and outside the classroom to improve student learning and reformulate teaching practice with situations of the real world; in turn, awaken in students the interest in issues of their context and contribute in this case to the strengthening of their culture and tradition. Taking into account the educational model that is carried out in these establishments, some transversal strategies were proposed to the teachers that allowed to resignify the conception of a teaching practice taking into account curricular guidelines of the national education ministry and see the modeling as pertinent and innovative in his pedagogical work, which in turn avoids this constant disinterest in the subject and which causes a large percentage of poor results in applied tests.