Contenido principal del artículo
This study focussed on the effect of grammar of Iwaidja, an indigenous Australian language, on mathematical conceptualisation. It investigated route description in Iwaidja. Spatial concepts such as direction, height and movement in relation to another object are briefly described using examples. Differences between English and Iwaidja are used to illustrate the some of the impact of grammar on mathematical conceptualisation. The implications are discussed in terms of how understanding these grammatical features can help teachers, especially when children are not fluent in the language of instruction, as well as providing keys to cross-linguistic investigations of mathematical cognition.
Descripción de ruta en Iwaidja: gramática y conceptualización del movimiento
Detalles del artículo
Ameka, F. K., & Essegbey, J. (2013). Serialising languages: Sat-ellite-framed, verb-framed or neither. Ghana Journal of Linguis-tics, 2(1), 19-38.
Anderson, A. H., Bader, M., Bard, E. G., Boyle, E., Doherty, G., Garrod, S.,... Weinert, R. (1991). The Hcrc map task corpus. Lan-guage and Speech, 34, 351-366.
Barton, B. (2009). The language of mathematics: Telling mathe-matical tales. New York, NY: Springer.
Battiste, M. A., & Henderson, J. S. Y. (2000). Protecting indige-nous knowledge and heritage: A global challenge. Saskatoon, Canada: Purich.
Edmonds-Wathen, C. (2013). Frame of reference in Iwaidja: To-wards a culturally responsive early years mathematics program. (Doctoral dissertation, RMIT University, Melbourne, Australia). Retrieved from https://researchbank.rmit.edu.au/view/rmit:160446
Edmonds-Wathen, C. (2014). Influences of indigenous language on spatial frames of reference in Aboriginal English. Mathematics Education Research Journal, 26(2), 169-192.
Edmonds-Wathen, C. (2015). Indigenous language speaking stu-dents learning mathematics in English: Expectations of and for teachers. Australian Journal of Indigenous Education, 44(1), 48-58.
Evans, N. (2010). Dying words: Endangered languages and what they have to tell us. Chichester, United Kingdom: Wiley-Blackwell.
Evans, N., & Birch, B. (2007, June). Being so fathered and so husbanded: Kinship verbs in Iwaidja. Paper presented at the DoBeS Workshop, MPI Nijmegen, The Netherlands.
Foley, W. A. (2004). The notion of “event” and serial verb con-structions: Arguments from New Guinea. In W. Khanittanan & P. Sidwell (Eds.), SEALS XIV: Papers from the 14th annual meeting of the Southeast Asian Linguistics Society (pp. 129-156). Canber-ra, Australia: Pacific Linguistics.
Halliday, M. A. K. (1978). Sociolinguistic aspects of mathemati-cal education. In Language as social semiotic: The social interpretation of language and meaning (pp. 194-204). London, United Kingdom: Edward Arnold.
Kazima, M. (2007). Malawian students' meanings for prob-ability vocabulary. Educational Studies in Mathematics, 64(2), 169-189.
Lunney Borden, L. (2011). The “verbification” of mathematics: Using the grammatical structures of Mi'kmaq to support student learning. For the Learning of Mathematics, 31(3), 8-13.
Lunney Borden, L. (2012). What's the word for...? Is there a word for...? How understanding Mi'kmaw language can help support Mi'kmaw learners in mathematics. Mathematics Education Research Journal, 25(1), 5-22.
Meaney, T., & Evans, D. (2013). What is the responsibility of mathematics education to the indigenous students that it serves? Educational Studies in Mathematics, 82(3), 481-496.
Mitchelmore, M., & White, P. (2004). Abstraction in mathematics and mathematics learning. In M. J. Høines & A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 329-336). Bergen, Norway: PME.
Papafragou, A., Hulbert, J., & Trueswell, J. (2008). Does lan-guage guide event perception? Evidence from eye movements. Cognition, 108(1), 155-184.
Phakeng, M. S., & Moschkovich, J. N. (2013). Mathematics edu-cation and language diversity: A dialogue across settings. Journal for Research in Mathematics Education, 44(1), 119-128.
Pinxten, R., van Dooren, I., & Harvey, F. (1983). Anthropology of space: Explorations into the natural philosophy and semantics of the Navajo. Philadelphia, PA: University of Pennsylvania Press.
Pym, N. (1985). Iwaidja verbal clauses. In S. K. Ray (Ed.), Work papers of SIL- AAB (Series A, Volume 9, pp. 39-52). Darwin, Australia: Summer Institute of Linguistics.
Pym, N., & Larrimore, B. (1979). Papers on Iwaidja phonology and grammar. Darwin, Australia: Summer Institute of Linguistics.
Senft, G. (2006). Prolegomena to a Kilivila grammar of space. In S. C. Levinson & D. Wilkins (Eds.), Grammars of space: Explo-rations in cognitive diversity (pp. 206-229). Cambridge, United Kingdom: Cambridge University Press.
Skemp, R. R. (1987). Psychology of learning mathematics. Hills-dale, NJ: Lawrence Erlbaum Associates.
Slobin, D. (2006). What makes manner of motion salient? Explo-rations in linguistic typology, discourse and cognition. In M. Hickmann & S. Robert (Eds.), Space in languages: Linguistic systems and cognitive categories (pp. 59-81). Amsterdam, The Netherlands: John Benjamins.
Staats, S. (2009). Somali mathematics terminology: A community exploration of mathematics and culture. In R. Barwell (Ed.), Multilingualism in mathematics classrooms: Global perspectives (pp. 32-46). Clevedon, United Kingdom: Multilingual Matters.
Talmy, L. (1985). Lexicalization patterns: Semantic structure in lexical form. In T. Shopen (Ed.), Language typology and syntac-tic description (pp. 57-149). Cambridge, United Kingdom: Cambridge University Press.