Resumo

AVILA-STORER, Alicia. Indigenous Languages and Teaching Mathematics: The Importance of Harmonizing Terms. Rev. colomb. educ. [online]. 2018, n.74, pp.177-195. ISSN 0120-3916.

This paper is based on the results of an investigation conducted in indigenous primary schools from three Mexican regions with a significant indigenous presence: Chiapas, Michoacán, and Puebla. We discuss the importance of considering the meanings of the terms in the indigenous languages and in Spanish when teaching mathematics to indigenous children who are monolingual or with varying degrees of bilingualism. We point out the importance of recognizing that the mathematical terms they are taught in school have different meanings with regards to the terms and concepts of their culture, namely: (1) they do not always have the same meanings as those from indigenous cultures; (2) sometimes these terms have clearly distant meanings; and (3) other times they have no equivalent in those languages. We question the use of free translations or automatic loanwords from Spanish when teaching mathematics, since such practice disregards the varying uses and specific meanings of words in the different languages. We propose, then, to "harmonize" the terms as an element that contributes to the understanding of mathematics inside the classroom. We conclude that equity in teaching math to indigenous children would begin by making sure they understand what is being said in class.

Palavras-chave : teaching mathematics; indigenous languages; elementary education; bilingualism; translating terms.

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