O SOROBAN COMO RECURSO ETNOMATEMÁTICO NO ENSINO DE MATEMÁTICA

Abstract

This paper presents the results of a final paper conducted within the Mathematics Education program at the Campus of Três Lagoas, Federal University of Mato Grosso do Sul - UFMS. The theoretical framework for this study is based on the concept of ethnomathematics (D'AMBROSIO, 1998) as a pedagogical approach in the teaching of mathematics. The central focus of our research lies on the Japanese abacus, known as Soroban, as a curricular element for counting natural numbers, performing arithmetic operations, and problem-solving. Our methodological approach is qualitative and involves the collection, analysis, and interpretation of articles related to the research object, using a case study perspective as outlined by Fontoura dos Santos (2005) and Yin (2005), along with the application of a questionnaire to students in the final semester of the Licenciatura em Matemática at UFMS-CPTL. The analysis of the articles highlights the significance of ethnomathematics as an enriching pedagogical approach capable of making mathematics education more accessible, interactive, and effective. The combination of this methodology with the use of the Soroban as a methodological tool appears promising, contributing to the enhancement of students' mathematical skills and, consequently, to a more solid and comprehensive education.