Supporting Indigenous Students' Understanding of the Numeration System of Their First Language

Autor/in	Cortina, Jose Luis
Titel	Supporting Indigenous Students' Understanding of the Numeration System of Their First Language
Quelle	In: Mathematics Education Research Journal, 25 (2013) 1, S.23-42 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-012-0043-6
Schlagwörter	Foreign Countries; Program Descriptions; Number Concepts; Numbers; Number Systems; Instructional Materials; Material Development; Indigenous Populations; Elementary School Teachers; Instructional Design; Indigenous Personnel; American Indians; American Indian Languages; American Indian Education; Native Language; Ethnology; Mathematics; Mexico + Suchen Sie Ihr Suchwort? Ausland; Number concept; Zahlbegriff; Zahlenraum; Number system; Zahlensystem; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrmaterialentwicklung; Sinti und Roma; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lesson concept; Lessonplan; Unterrichtsentwurf; American Indian; Indianer; Ethnologie; Mathematik; Mexiko
Abstract	Results from a project conducted in Mexico are discussed, in which a group of 17 indigenous teachers analyzed the numeration systems of their first language. The main goal of the project is to develop resources that help teachers in supporting students' understanding of the systems. In the first phase of the project, the central organizing ideas of 14 numeration systems were specified. Each system belonged to a different Mesoamerican language. Three aspects of the systems were identified that would have to be accounted for in instructional design. They include using 20 as a multiplicative base. Examples are presented of the instructional resources that indigenous teachers could use to help their students understand the quantitative rationales of the systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10