The role of language in ethnomathematics: does the language make it
Tipo de documento
Autores
Lista de autores
Fairhall, Uenuku, Meaney, Tamsin y Trinick, Tony.
Resumen
Drawing on experiences from Mäori immersion schools in New Zealand, this paper examines the impact of language when ethnomathematical practices are discussed. The inclusion of ethnomathematical perspectives into the mathematics education of indigenous students is often described as being beneficial because students would feel: that their backgrounds and experiences were valued in the classroom; that mathematics can be developed by others outside of Western culture; and that mathematics has relevance to their lives outside the classroom (see Gutstein, Lipman, Hernandez & de los Reyes, 1997; Howard, 1995; Joseph, 1993). However, little research has been done to investigate these claims in Mäori medium contexts. Additionally we discuss how the language which is used to discuss ethnomathematics practices could benefit students. This paper will argue that cultural practices including ethnomathematical ones cannot be separated from the language in which they were developed. Changing the language or the linguistic register in which the practices are discussed will have an impact on how the practices are perceived by students. Without proper consideration of this issue, many of the benefits aligned with using these practices may be nullified.
Fecha
2006
Tipo de fecha
Estado publicación
Términos clave
Etnomatemática | Historia de la Educación Matemática | Otro (inclusión) | Simbólica | Situado sociocultural | Verbal
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Editores (actas)
Domite, Maria | Gorgorió, Núria | Liblik, Ana Maria | Martins, Berlane | Poisard, Caroline
Lista de editores (actas)
Domite, Maria, Gorgorió, Nuria, Liblik, Ana Maria, Martins, Berlane y Poisard, Caroline
Editorial (actas)
Lugar (actas)
Referencias
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Proyectos
Cantidad de páginas
7