与Ixil中中美洲数字的数学思想重新连接:本体-认识论对话

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Zdm-Mathematics Education Pub Date : 2023-10-14 DOI:10.1007/s11858-023-01523-1
Carlos A. LópezLeiva, Domingo de la Cruz Gómez, María Gómez Pérez, Juan Castro Cutz
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引用次数: 0

摘要

数字和语言在世界各地都存在。虽然数学被认为是通用的,但世界各地的社区已经开发出符合其特定背景和需求的数学实践。植根于土著认识论框架,本手稿呈现了四位共同研究人员和教师之间的对话,讲述了他们在单语(西班牙语)和双语(Ixil和西班牙语)背景下教学和学习中美洲数字的经验。怀着学习和重新联系土著数学思想和语言力量的强烈愿望,作者们集体反思了他们之前工作的“讲述”。这些思想和语言在这些数字的教学和学习中发挥着作用。值得注意的是,这些关于命名中美洲数字、符号和数值的教学和学习过程的反思有助于认识到,当这些概念在与本体认识论相关的环境中呈现时,这些概念会更加生动。
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Reconnecting with the mathematical thought of the Mesoamerican numbers in Ixil: an onto-epistemological dialogue
Abstract Numbers and languages are present around the world. While mathematics is deemed as universal, communities around the world have developed mathematical practices that align with their specific context and needs. Rooted in an Indigenous epistemological framework, this manuscript presents a dialogue among four co-researchers and teachers retelling their experiences teaching and learning Mesoamerican numbers in both monolingual (Spanish) and bilingual (Ixil and Spanish) contexts. With a strong desire to learn about and reconnect with the forces of Indigenous mathematical thought and language that move within the teaching and learning of these numbers, the authors collectively reflected on their “tellings” of prior work. It is worthy of note that these reflections on teaching and learning processes of naming Mesoamerican numbers, their symbols, and numerical values help realize that these concepts are more fully animated when presented in contexts that are onto-epistemologically relevant.
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来源期刊
Zdm-Mathematics Education
Zdm-Mathematics Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
10.00%
发文量
124
期刊介绍: ZDM – Mathematics Education is one of the oldest mathematics education research journals. The papers appearing in the seven themed issues per year are strictly by invitation only followed by internal peer review by the guest-editors and external review by invited experts. The journal exists to survey, discuss and extend current research-based and theoretical perspectives as well as to create a forum for critical analyses of issues within mathematics education. The audience is pre-dominantly mathematics education researchers around the world interested in current developments in the field.
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