Exploring Spatial Geometry through Ethnomathematics and Educational Games

Abstract

The main objective of this research was to construct a didactic sequence in order to present it as a methodological proposal for teaching Spatial Geometry, using educational games and Ethnomathematics. This is a qualitative bibliographical study. Through bibliographical research, we sought to answer how Ethnomathematics can be worked on in Spatial Geometry classes and how games can help mediate this theme. Research on the subject shows that games, as well as Spatial Geometry, are part of people's daily lives, and it is believed that if they are worked on from the point of view of Ethnomathematics, they can solve the difficulties that students have when working with spatial geometric notions; for Ethnomathematics, more important than working on the content presented in textbooks is the knowledge that students acquire outside the school network, when they carry out activities that are developed through some kind of mathematical knowledge, involuntarily. Games, inserted into Spatial Geometry classes, in addition to their many positive aspects in terms of teaching and learning, act as strong motivators, as they are able to make students feel more interested in taking part in classes. As for the Spatial Geometry lessons in the didactic sequence, with games and Ethnomathematics, activities can be developed that lead students to make comparisons with objects and structures in the world in which they live, enabling a better visualization of three-dimensional figures and thus a better understanding of their concepts and differences.