INTEGRATION OF TAC AND ETHNOMATHEMATICS: IMPACT ON THE MATHEMATICAL TEACHING-LEARNING PROCESS IN RURAL CONTEXTS

Abstract

This theoretical review article analyzes how the conjunction of Learning and Knowledge Technologies (LKT) and ethnomathematics transforms the teaching of mathematics in rural contexts. Its purpose is to critically explore how this integration enhances a more meaningful, situated, and equitable education, responding to the cultural and educational needs of rural communities. Using an exploratory qualitative approach, we review recent contributions from prominent authors such as Santos and Silva (2021), Martínez and Torres (2022), González (2023), Ramírez and Colmenares (2023), and Herrera and Patiño (2020), who emphasize the need for inclusive methodologies that recognize cultural diversity, incorporate digital tools, and promote contextualized learning. The findings show that ethnomathematics allows for the recovery of unique forms of logical-mathematical thinking rooted in social practices, strengthening the cultural identity of rural students. In turn, the LKT act as mediators to energize the classroom, foster collaborative work, and connect local knowledge with school content, thus enriching the educational experience. This synergy fosters a deeper understanding of mathematics, promotes learning motivation, and reinforces students' sense of belonging to their territories. Although challenges such as limited technological infrastructure and the need for teacher training are recognized, the article concludes that this articulation represents a sustainable way to close historical educational gaps. The complementary integration of ethnomathematics and LKT has a continuous and necessary transformative potential in educational processes in rural areas. a global environment characterized by volatility, uncertainty, and structural complexity—factors exacerbated by constant disruptive events. The primary objective of this article is to analyze scientific culture as a cross-cutting transformation strategy for contemporary educational management, grounded in an exhaustive and critical review of high-impact theories and scientific publications. Methodologically, the research is framed within the interpretive paradigm with a qualitative approach and the use of the hermeneutic method, allowing for a dialogical synthesis of the state of the art and the construction of a robust theoretical framework for institutional decision-making. Through documentary analysis, it was determined that integrating complexity theory into the managerial sphere facilitates the implementation of an institutional scientific culture based on the principles of recursiveness, self-organization, and adaptability. These elements enable educational institutions to transcend traditional mechanistic models and adopt organic and resilient structures. The findings highlight the necessary convergence between computational thinking, semiotics, and educational change management to respond to the demands of the knowledge society. It is concluded that it is essential to foster horizontal governance oriented toward the creation and democratization of knowledge, ethically incorporating emerging technologies and artificial intelligence into pedagogical and institutional processes to ensure comprehensive and sustainable training in the face of 21st-century challenges.