The teaching of measurement using historical and cultural contexts

Abstract

Currently, educational systems seek to strengthen the quality of learning through methodologies that address the cultural, social, and historical needs of students. Mathematics, traditionally viewed as an exact and universal science, can be enriched by integrating contexts that connect with the learner’s reality. In this regard, teaching measurement represents a key opportunity to incorporate ancestral practices used by ancient civilizations to measure leans, food, and constructions. These traditional knowledges form the foundation of current mathematical understanding and should be acknowledged within the school setting. This research proposes a transformation of the school curriculum to include traditional measurement systems in the teaching process. By integrating them, students benefit from enriched knowledge, better contextualization of learning, and a meaningful connection between current mathematical practices and those originating from historical and cultural contexts. Furthermore, approaches such as ethnomathematics recognize that mathematical practices arise from cultural and social context, allowing ancestral knowledge to be integrated into teaching for more meaningful and enriched learning. It is concluded that incorporating historical and cultural context into the teaching of measurement enriches learning, strengthens mathematical understanding, and fosters students’ cultural identity.