Multilingualism in Indigenous Mathematics Education: An Epistemic Matter

Autor/inn/en	Parra, Aldo; Trinick, Tony
Titel	Multilingualism in Indigenous Mathematics Education: An Epistemic Matter
Quelle	In: Mathematics Education Research Journal, 30 (2018) 3, S.233-253 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-017-0231-5
Schlagwörter	Indigenous Populations; Indigenous Knowledge; Mathematics Education; Sociolinguistics; Language Usage; Culturally Relevant Education; Teaching Methods; Native Language; Foreign Countries; Power Structure; Vocabulary; Colombia; New Zealand + Suchen Sie Ihr Suchwort? Sinti und Roma; Mathematische Bildung; Soziolinguistik; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Wortschatz; Kolumbien; Neuseeland
Abstract	An investigation into an aspect of indigenous education provides the opportunity to forefront an epistemological discussion about mathematical knowledge. This paper analyses indigenous peoples' educational experiences in Colombia and Aotearoa/New Zealand of mathematics education, focusing on, among other things, sociolinguistic issues such as language planning. In these experiences, researchers, teachers and local communities, working together, elaborated their respective languages to create a corpus of lexicon that has enabled the teaching of Western mathematics. An analysis using decolonial theory is made, showing how this corpus development works to enable the teaching of [Western] mathematics resulted in investigations into culture, language and mathematics that revealed an interplay among knowledge and power. Such analysis raises issues about the epistemology of mathematics and the politics of knowledge, analogous with current discussions on multilingualism in mathematics education and in ethnomathematics. The paper concludes that mathematics educators can explore and take advantage of the sociolinguistic and epistemological issues that arise when an indigenous language is elaborated in a short period of time in comparison to other languages which have been developed incrementally over hundreds of years and thus much more difficult to critique. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01