Assessment of Traditional and Community Mathematical Knowledge About the Concept of Volume in Both Indigenous and General Primary Schools in Hidalgo

This study analyzes community and ancestral mathematical knowledge about volume among students in Indigenous and general primary schools in the state of Hidalgo, Mexico. The objective was to estimate the expected probability of presence of this knowledge (Y2), considering contextual demographic and cultural factors. Eleven explanatory variables were considered (age, sex, community, municipality, economic community activities, parents and grandparents, parents' and grandparents' education, and school activities), and several counting models were adjusted and compared (Poisson, quasi-Poisson, and negative binomial). Finally, a negative binomial regression model with a log link function was selected. Parameters were estimated using maximum likelihood (Fisher-Scoring), and fit was assessed using deviance, AIC, and the D/df ratio. Only three predictors were statistically significant: age (β1=-0.09, p=0.07), community (β2=-0.61, p