Impact of ethnomathematics on the development of intercultural competence

Authors

DOI:

https://doi.org/10.17981/cultedusoc.11.2.2020.15

Keywords:

Ethnomathematics, Intercultural competence, Verbal and non-verbal communication

Abstract

The school of the 21st century includes the intercultural approach with the aim of making the education of the individual integral. In this sense, many of the methodologies and classroom dynamics are not the most appropriate for addressing this objective fully. This study proposed the follow-up of five groups of primary school students with the objectives of measuring significant differences by gender, if any, and checking whether the practice of ethnomathematics as a teaching tool improves intercultural knowledge, skills and attitudes among the participating students, thus improving the intercultural competences of the students. For the development of the intervention we have used the translation of a rubric belonging to the Association of American Colleges and Universities by means of the Delphi method, (Rubric, 2010) with the aim of assessing the intercultural competence of the students before and after the implementation of ethnomathematics. After the educational intervention, it was observed that there were no significant differences in the gender of the participating students, but significant differences were found in the improvement of their intercultural competence. Our conclusions point out that the implementation of ethnomathematics has a positive effect in Primary Education classrooms for the improvement of students' intercultural competence which can be included by a number of methods and approaches (e.g. CLIL).

 

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Author Biographies

José Antonio Álvarez Pinto, Universidad de Córdoba. Córdoba (España)

inter Primary Education Teacher, Junta de Andalucía (Spain) https://doi.org/10.1023/A:1002971922833

María Elena Gómez Parra, Universidad de Córdoba. Córdoba (España)

Full Professor, Department of English and German Philology, Universidad de Córdoba (Spain). She directs the Erasmus Mundus Master 'Play, Education, Toys and Languages' (PETaL EMJMD). Leader Research Group HUM-1006. Leader Red Iberoamericana de Investigación Ibero-American Bilingual and Intercultural Education Network (IBIE). Her lines of research include bilingual and intercultural education, teaching and learning English as L2, early acquisition of second languages, and the language gap. Coordinates the European Project KA203 TEACUP. Representative for Spain European Project KA201 DICO+. https://orcid.org/0000-0001-7870-3505

Cristina Aránzazu Huertas Abril, Universidad de Córdoba. Córdoba (España)

Full Professor, Department of English and German Philology, Universidad de Córdoba (Spain). Teacher of the Erasmus Mundus Master 'Play, Education, Toys and Languages' (PETaL). Her lines of research include computer-assisted language teaching (CALL), teaching English as a foreign language, bilingual education, and the language gap, among others. She belongs to Research Group HUM-1006 (Research on Bilingual and Intercultural Education). She coordinates the Red Iberoamericana de Investigación Ibero-American Bilingual and Intercultural Education Network (IBIE). https://orcid.org/0000-0002-9057-5224

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Published

2020-07-12

How to Cite

Álvarez Pinto, J. A., Gómez Parra, M. E., & Huertas Abril, C. A. (2020). Impact of ethnomathematics on the development of intercultural competence. CULTURA EDUCACIÓN Y SOCIEDAD, 11(2), 237–250. https://doi.org/10.17981/cultedusoc.11.2.2020.15

Issue

Vol. 11 No. 2 (2020): Cultura Educación y Sociedad

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ARTICLES

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