Taptana in the teaching-learning of addition and subtraction in the third year of basic education CECIB “Sangu Yaku”

Abstract

Introduction: This research was conducted at the Sangu Yaku Intercultural Bilingual Community Education Center in Tena, Ecuador, an institution that operates under the Intercultural Bilingual Education (EIB) system. In this context, difficulties in the teaching and learning of addition and subtraction were diagnosed in the third year of basic education, and the general objective was to develop methodological guidelines to contribute to solving them with the use of the taptana based on three proposed dimensions. Materials and methods: A quasi-experiment was developed with the purpose of evaluating the effectiveness of the educational intervention based on the implementation of differentiated methodological guidelines. Results: The results confirmed that the use of the taptana with specific methodological guidelines that facilitate the integration of work at the Sangu Yaku CECIB with that of the students' families and the Kichwa community, improves the teaching and learning outcomes of these basic operations. Discussion: Qualitative data obtained from direct observations indicated that students in the experimental group were more motivated and engaged during classes. The opportunity to manipulate objects and visualize quantities in a concrete way allowed students to gain a deeper understanding of concepts and solve contextualized addition and subtraction exercises. Conclusions: Taptana is a permanent resource in CECIB classrooms and, potentially, in other bilingual intercultural educational institutions. Further exploration of methodological guidelines for the use of taptana is essential for improving student learning outcomes.