Evolución de la enseñanza de la matemática en el sistema educativo ecuatoriano

Resumo

This article offers an exhaustive analysis of the evolution of mathematics teaching in Ecuador, from the ancestral practices of indigenous peoples to contemporary challenges in post-pandemic contexts. The text structures its analysis according to five historical periods: the pre-republican and early republican, the consolidation of the national education system (1900–1970), contemporary reforms and teacher professionalization (1980–2006), pedagogical transformations in the framework of the Citizens' Revolution (2007–2017), and current trends (2018–2025). Each stage is approached from a historical-critical perspective that considers both the curricular development and the methodological, political and cultural changes that have had an impact on mathematics teaching. Over time, a transition from a rote and Eurocentric approach to more inclusive, contextualized and active proposals is observed. Attempts to integrate perspectives such as ethnomathematics and critical mathematics, as well as the use of digital technologies, formative assessment and teacher professionalization as pillars for transformative education are highlighted. However, it is noted that territorial inequalities, the lack of continuity of public policies, and gaps in teacher training have limited the impact of these reforms. The article argues that the teaching of mathematics in Ecuador must go beyond its merely instrumental approach and assume a role as a critical, contextualized, and transformative pedagogical practice. This transformation involves promoting logical thinking, citizen engagement and educational training oriented towards knowledge equity and social inclusion.

Dados da obra

Tipo

Artigo

Periódico

Multidisciplinary Journal of Sciences Discoveries and Society, v. 2, n. 3, p. 1-15

Ano

2025 (2025-05-16)

Idioma

en

Palavras-chave

mathematics education; history of mathematics education; Ecuadorian education system; indigenous mathematics; educational reform; teacher professionalization; ethnomathematics; critical mathematics; digital technologies in education; formative assessment; regional disparities; knowledge equity; social inclusion; post-pandemic education

Temas

Avaliação, Etnomatemática, Formação de Professores de Matemática, História da Educação Matemática, História da Matemática, Inclusão, Tecnologias Digitais

DOI

10.71068/8q6qfh77

ISSN

3091-1699

Licença

cc-by

Acesso

Acesso aberto

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026