Abstract

The aim of this research is to study the fundamental elements used to broaden mathematical knowledge and to establish  guidelines for its development using Intercultural Bilingual Education (IBE) framework. This study is an experimental quantitative research. Problem solving pretest and posttest were given to the students of Carti Tupile School (control group) in Spanish and students of Sayla Olonibiginya School (experimental group) in their mother tongue. A didactic guide was used as the learning method in IBE for the fourth grade students of Sayla Olonibiginya School. It was used to motivate them to discover the principles and concepts of mathematics in arithmetic and geometry. The results showed that  traditional methodologies are not  better than the didactic guide used for contextualized development under the IBE.

Key words: Intercultural Bilingual Education, mother tongue, ethno-mathematics, problem-solving, didactic guide.