Effects of ethnomathematical methodological strategies on multiplication learning in multigrade school students

• Javier Morales Antuna

  Centro Pedagógico de Durango A.C., Durango, México

  https://orcid.org/0000-0002-0938-5651

The study is conducted after researching Ethnomathematics as an alternative within school practice and identifying few studies concerning its application in the classroom. The objective is to determine the effects of some methodological strategies of ethnomathematics on the learning of multiplication in third-grade students of a multigrade school in the Sierra de Durango. An Ethnomathematical instrument was designed, validated through Kr20, expert consultation, and Cronbach's alpha. The study is quasi-experimental with 3 students in 3rd grade in the experimental group, as well as the same number within the control group, within a multigrade universe. For statistical analysis, Shapiro Wilks and Mann Whitney U tests were implemented. The results showed statistically significant differences regarding the control and experimental groups. In the conclusions, the researcher’s hypothesis is accepted, meaning that the use of Ethnomathematics is positive, manifesting in the effects of ethnomathematical strategies through the use of statistical tests.

1. Javier Morales Antuna , Centro Pedagógico de Durango A.C., Durango, México

   Doctor en Pedagogía, profesor de educación primaria y asesor en Postgrado.

   Instituto Educativo Dolores Del Río del Centro Pedagógico de Durango A.C. Durango, México.

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Copyright (c) 2026 Javier Morales Antuna

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

ISSN:2244-7857

Depósito Legal: ppi200902CA3925