In this work, the literature of the Aymara numbering system, its history, coexistence and analysis with respect to different cultures and languages ​​was reviewed, considering their types, principles and characteristics. Based on this, it proceeds to its original reconstruction of the Aymara language numbering system, since there is antecedents and evidence to affirm that it is an oral, regular positional system, in decimal base, with quinary auxiliary, in addition to additive and multiplicative. The primitive root number five was found to be qallqu; original base to which the other numbers follow by addition: maya ‘1’, paya ‘2’, kimsa ‘3’, pusi ‘4’, qallqu ‘5’, maqallqu (maya qallqu ‘1 + 5’), paqallqu (paya qallqu ‘2 + 5’), kimsaqallqu (kimsa qallqu '3 + 5') and pusiqallqu (pusi qallqu ‘4 + 5’), and tunka ‘10’, based on it they form a wonderfully ...

In this work, the literature of the Aymara numbering system, its history, coexistence and analysis with respect to different cultures and languages ​​was reviewed, considering their types, principles and characteristics. Based on this, it proceeds to its original reconstruction of the Aymara language numbering system, since there is antecedents and evidence to affirm that it is an oral, regular positional system, in decimal base, with quinary auxiliary, in addition to additive and multiplicative. The primitive root number five was found to be qallqu; original base to which the other numbers follow by addition: maya ‘1’, paya ‘2’, kimsa ‘3’, pusi ‘4’, qallqu ‘5’, maqallqu (maya qallqu ‘1 + 5’), paqallqu (paya qallqu ‘2 + 5’), kimsaqallqu (kimsa qallqu '3 + 5') and pusiqallqu (pusi qallqu ‘4 + 5’), and tunka ‘10’, based on it they form a wonderfully ...

The objective of the article was to carry out a bibliographic review on the formative evaluation, given the problems observed in basic education, referring to the difficulties in the evaluation practice in the classroom, from the management of the concepts, the planning and the application of the same in the development of the teaching-learning process, this in the competences-centered approach to learning; answering the questions; what and how we understand formative evaluation, what is evaluated, what is evaluated, what is evaluated, when is evaluated, who evaluates and how it is evaluated. The methodology used was focused on qualitative documentary research. It is concluded that the individual and collective performance of the students who are coparticipants of their evaluation must be evaluated, this implies the feedback according to the evidences, thus generating a transformation of...