Ethnomathematics and STEAM: study of the banana activity for an interdisciplinary educational approach
DOI:
https://doi.org/10.22267/relatem.25181.109Keywords:
Cultural sign, ethnomathematics, STEAM, interdisciplinary, banana activityAbstract
This document presents an ethnomathematical analysis of banana cultivation as a cultural symbol in Costa Rica, assessing its potential for an interdisciplinary approach within the STEAM educational model. The research was conducted using a qualitative methodology and an ethnographic approach, including observations on a banana farm and ethnographic interviews with individuals connected to this cultural symbol. Additionally, semi-structured interviews were held with secondary school teachers from STEAM-related disciplines. This analysis enabled us to identify the connections between banana cultivation and various mathematical domains, such as numeracy, geometry, statistics, and algebra, as well as its links to scientific, technological, and artistic competencies. Furthermore, it highlighted the value of banana cultivation as a foundation for designing learning scenarios that integrate culturally significant contextualized problems. The findings of this analysis serve as a starting point for the future development of interdisciplinary teaching units aimed at enriching learning and fostering a deeper connection between STEAM disciplines and the sociocultural context.
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