Abstract

The article presents the results of a diagnosis that was made in the city of Talca to a group of Haitians migrants workers who enter the school system to validate high school level studies. The experiment was carried out in a multicultural classroom and STEM-type modeling tasks were designed in ethno-modeling contexts related to agriculture that is close to its original reality. The tasks were presented in two languages, both in Creole and in Spanish, so that this would not be a barrier in the development of the cycle of modeling. The methodology is quantitative nature, which allowed the characterization of STEM skills. The intentional sample consisted of 13 students who agreed to participate of the experience. At the level of results, although they present difficulties and obstacles, it is recognized the importance of using both languages to communicate mathematical and scientific processes and methods.