Situated learning experiences that promote the development of logical-ethnomathematical thinking

Experiencias de aprendizaje situado que favorecen el desarrollo del pensamiento lógico desde la etnomatemática

This article aims to characterize situated learning experiences de- veloped in the school chagra from an ethnomathematical perspective and to analyze their contribution to strengthening logical thinking in kindergarten students at the Técnico Agroambiental El Moral Educa- tional Institution, Amor por lo Nuestro campus (La Sierra, Cauca). The study emerged from the identification of low interest and difficulties in the development of logical-mathematical thinking, evidenced in pro- cesses such as classification, problem-solving, and the application of mathematical notions in everyday contexts. This situation highlighted the need to connect school content with the cultural knowledge of the Yanacona Indigenous community.

Using a qualitative approach and an action-research method, the study involved five kindergarten students, two teachers, and five families. Data were collected through semi-structured interviews, field journals including children’s graphic participation, and structured observations based on the Basic Learning Rights framework. The information was analyzed through open, axial, and selective coding.

The results showed that the school chagra became a meaningful pedagogical setting for the development of logical-mathematical thin-king. Through activities such as observing, classifying, and comparing seeds, planting and caring for crops, and using quantifiers such as “more than” and “less than,” students strengthened skills related to classification, seriation, anticipation, and problem-solving, while also valuing ancestral knowledge. The study concludes that situated learning mediated by the school chagra promotes the development of logical-ethnomathematical thinking, enhancing not only cognitive skills but also cultural identity, environmental awareness, and mea- ningful learning in rural and Indigenous contexts.|