De la tradición al aula: etnomatemática para resolver problemas métricos en contextos afrodescendientes From Tradition to the Classroom: Ethnomathematics for Solving Metric Problems in Afrodescendant Contexts

This article interpreted Afro-descendant cultural and mathematical practices as references for solving metric problems in third grade. Under a qualitative approach and case study design, sixteen teachers from the Pedro Grau y Arola Institution in Quibdó, Colombia, participated. Two data collection techniques were used: focus group and document analysis. The findings were structured into axes identifying practices such as the use of the hand-span (cuarta) and the fathom (braza), counting techniques, and traditional trades that revealed situated mathematical knowledge. Classroom integration was analyzed, showing that while official curriculum articulation was initially weak, the study positioned the teacher as a cultural mediator for solving metric problems from an intercultural and decolonial perspective. The need is established to generate pedagogical proposals and educational policies that allow the integration of ethnomathematics as a structuring methodological strategy of the formative process, overcoming its anecdotal or decorative use.