If you need an accessible version of this item please contact JSTOR User Support

Numeracy and Literacy in a Bilingual Context: Indigenous Teachers Education in Brazil

Jackeline Rodrigues Mendes
Educational Studies in Mathematics
Vol. 64, No. 2, Multilingual Issues in Mathematics Education (Feb., 2007), pp. 217-230
Published by: Springer
Stable URL: http://www.jstor.org/stable/40284629
Page Count: 14
  • Download PDF
  • Cite this Item

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

If you need an accessible version of this item please contact JSTOR User Support
Numeracy and Literacy in a Bilingual Context: Indigenous Teachers Education in Brazil
Preview not available

Abstract

This paper presents the results of a study developed in the context of indigenous teachers education from Xingu Indian Park, Brazil. The indigenous bilingual (or multilingual in some cases) teachers that participated in this education program were from 14 ethnic groups. The research focused on a mathematics textbook production, written in indigenous language by indigenous teachers to be used at schools in the Park. The paper discusses the numeracy-literacy practices in this process and focuses on the meanings, values and ways of use that are related to numbers, writing and drawing. In particular, mathematics problems written by the indigenous teachers (in indigenous language and Portuguese) are analyzed. The analysis shows how aspects of orality influence the writing of these problems.

Page Thumbnails

  • Thumbnail: Page 
[217]
    [217]
  • Thumbnail: Page 
218
    218
  • Thumbnail: Page 
219
    219
  • Thumbnail: Page 
220
    220
  • Thumbnail: Page 
221
    221
  • Thumbnail: Page 
222
    222
  • Thumbnail: Page 
223
    223
  • Thumbnail: Page 
224
    224
  • Thumbnail: Page 
225
    225
  • Thumbnail: Page 
226
    226
  • Thumbnail: Page 
227
    227
  • Thumbnail: Page 
228
    228
  • Thumbnail: Page 
229
    229
  • Thumbnail: Page 
230
    230