Systematic review of the optimization of the development of spatial thinking based on ethnomathematics
Abstract
The development of spatial thinking is a critical component of geometry education, traditionally approached from Eurocentric perspectives that often overlook diverse cultural contexts. Ethnomathematics emerges as a paradigm capable of optimizing this skill by linking abstract concepts with sociocultural practices. The objective of this article is to analyze recent scientific evidence on optimizing spatial thinking through the implementation of proposals grounded in ethnomathematics. A systematic review was conducted following the PRISMA guidelines. Findings were consulted in databases such as Scopus, selecting studies published between 2016 and 2026 that integrate ancestral knowledge or community practices into geometry teaching. The findings indicate that the use of indigenous architectural designs, textiles, and local crafts significantly improves students' visualization, orientation, and mental rotation skills. It was also found that cultural contextualization reduces math anxiety and facilitates the transition to formal geometric thinking. While there is a positive impact, the literature points to the need for more in-depth teacher training that avoids the folklorization of mathematics and promotes rigorous didactic transposition. Ethnomathematics not only acts as a motivational bridge but also as an effective cognitive tool for spatial structuring. It is recommended that these frameworks be integrated into official curricula to foster inclusive and situated education that enhances spatial reasoning from a perspective of diversity.
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