A DIALOGUE BETWEEN ETHNOMATHEMATICS AND PROBLEM-SOLVING IN ALGEBRA TEACHING

Abstract

This article presents an experience in the Fundamentals of Algebra course of the Graduate Program in Science and Mathematics Education (PPGCEM). A dialogue is established between Problem Solving and Ethnomathematics as a methodological approach for teaching Algebra. The article begins with a brief contextualization, establishing a dialogue between Problem Solving and Ethnomathematics. This is followed by a brief historical review of Ethnomathematics and Problem Solving in Mathematics Teaching. Continuing with the work, an experience is presented in the Fundamentals of Algebra course, in which mathematical challenges were proposed with the aim of fostering cooperative learning in the classroom between Problem Solving and Ethnomathematics, in order to guide students toward meaningful learning.

DOI: https://doi.org/10.56238/sevened2025.038-002