Effect of ethnomathematical games on logical mathematical development in children aged 4 to 5 years of the “Metropolitan District” educational unit

Abstract

This research delves into the significance and effects of ethnomathematical games on the logical-mathematical development of 4-5-year-old children in the "Distrito Metropolitano" Educational Unit. Emphasizing play's pedagogical essence, the study underscores how it can be more than just entertainment; it's a pivotal tool for teaching and learning. Especially at early educational stages, ethnomathematical games, mirroring mathematical wisdom from various cultures, are seen as enriching tools. Through an experimental design, children's initial logical-mathematical skills were gauged, followed by the application of didactic guides encompassing ethnomathematical games. Post-intervention, the skills were reassessed, revealing significant advancements. The majority transitioned from beginner or intermediate levels to showcasing acquired abilities in areas like geometrical figure identification and numerical relations. These findings advocate for the integration of cultural diversity via ethnomathematical games, highlighting their potential in bolstering mathematical education while respecting cultural heritage.