THE YUPANA AS AN ETHNOMATEMATIC STRATEGY FOR THE CONSTRUCTION OF THE NUMBER IN PRIMARY EDUCATION

Abstract

The article aims to apply the yupana as an ethnomathematical strategy in the construction of numbers in children of the first and second grade, for this an experimental research was used and its design is quasi-experimental of cross section with pre and posttest arriving at the conclusion that the application of yupana as an ethnomathematical strategy influences the development of number construction abilities in children of first and second grade, since in the post test of the experimental group 18% and 64% of the total of children are located on the rating scale of outstanding achievement and expected achievement, which means that children manage to develop the capacities of classification, seriation, ordinality, cardinality, biunivocal correspondence and conservation; also at a significance level of 5% in the statistic of the hypothesis test of t, we have that t0 = 5.6895 greater than ta = -2.007, then the null hypothesis is rejected and the alternative hypothesis is accepted, which means that There are statistically significant differences between the scores obtained from the children of the experimental and control group.