ETHNOMATHEMATICS AND RESOURCES FROM THE WAORANI CULTURAL ENVIRONMENT TO STRENGTHEN LEARNING IN BILINGUAL INTERCULTURAL EDUCATION
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This study emerged as an alternative to the inefficiency of traditional teaching methods in intercultural bilingual settings for teaching mathematical concepts. The aim of the research was to promote meaningful learning of the four basic arithmetic operations with six Waorani students during the Study Skills and Techniques Development (DDTE) process, using principles of ethnomathematics and didactic tools such as taptana and mullos with seeds. A quasi-experimental design with a mixed, descriptive, and propositional approach was utilized, involving pre-test and post-test assessments before and after implementing an ethnomathematical pedagogical approach, along with non-participant observation and semi-structured interviews with community elders and a teacher. The results analysis (Student's t-test) indicated a statistically significant difference between pre- and post-tests (5.44 > 2.57; p-value < 0.01; = 0.05; df=5), confirming that the ethnomathematics-based pedagogical approach notably enhanced students' mathematical understanding. Additionally, interviews showed that both elders and teachers concurred that the environment serves as a living classroom for mathematical knowledge. It is concluded that utilizing cultural resources reinforces identity, encourages participation, and fosters meaningful mathematical learning within intercultural educational contexts.
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