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Purpose: The teacher's work is of paramount importance, as only they shape individuals for society. Students present problems in their learning, and to work on these irregularities. This operational complexity gives the true value that the Taptana has as an intercultural didactic resource. Theoretical Framework: The work includes a theoretical framework with pedagogical, didactic, and ethno-scientific relevance, as the educational unit is located in a Kichwa-Spanish cultural context, where members of different communities integrate between the two cultures to share and enrich each other through their productive and social activities. Methods: The starting point is the Cañari Taptana, where participatory and cooperative didactic processes will be used to structure quantities based on 10, 20, 5, 2, and any other base, as well as multi-base transformations. Results and Conclusion: The knowledge refers to the existing analogy between the Mayan system (vigesimal), the base-5, with the base-2, applied in intelligent calculating machines that exist in today's society; structure and handling of the taptana. Improves the structuring of quantities in different bases, and their axiomatic relationship to build other numbering systems with the application of the redesigned taptana Cañari Research implications: This aspect is related to the value of their identity, knowing the history of their ancestors, projecting it into daily activities, in their religious festivities, in the communal work; ethnomathematical and mathematical knowledge. Originality/value: Design and construction of different types of taptana to enrich the teaching resources of teachers in the mathematics area. to have a significant impact on students' learning and their attitude towards mathematics.
López et al. (Wed,) studied this question.