The Folk Music of the Caribbean Coast in Teaching the Relationships between the Sides of a Right Triangle

Abstract

This article aims to describe a teaching-learning process for understanding the relationships between the sides of a right triangle through a mnemonic based on traditional vallenato folk music, using the theoretical approach of Socioepistemology. This approach connects the philosophy of cultural experiences with learning, employing music as a tool to facilitate the memorization of mathematical concepts. The methodology, which is qualitative and based on the participatory action paradigm, included planning, action, observation, and reflection to design, implement, and evaluate the musical mnemonic. Information was gathered through field journals, interviews, recordings, questionnaires, and pre- and post-intervention tests. The results showed that using musical mnemonics not only improved students' engagement and concentration in learning mathematics but also reinforced their cultural identity through vallenato music.