Abstract
As part of a larger project focused on decolonising mathematics education for Aboriginal students in Atlantic Canada, this article reports on the role of the Mi’kmaw language in mathematics teaching. By exploring how mathematical concepts are talked about (or not talked about) in the Mi’kmaw language, teachers and researchers can gain insight into how Mi’kmaw children think about mathematical concepts. It is argued that much can be learned by asking questions such as “What’s the word for…?” or “Is there a word for…?” Numerous examples of such conversations are presented. It is argued that particular complexities arise when words such as “flat” and “middle” are taken-for-granted as shared, but in fact do not have common use in the Mi’kmaw language. By understanding these complexities and being aware of the potential challenges for Mi’kmaw learners, teachers can better meet the needs of these students. It is argued that understanding Aboriginal languages can provide valuable insight to support Aboriginal learners in mathematics.
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Notes
Throughout this article, Mi’kmaq is used as a noun and can be either singular or plural. Mi’kmaw is used as an adjective. While the rules for creating adjectival forms of words in Mi’kmaq is considerably more complex, it has been agreed to by a working group on Mi’kmaw language learning that, when writing in English, these conventions will be used. For Mi’kmaw words, the Smith-Francis orthography is used.
Animate and inanimate in the Mi’kmaq understanding of these terms is not necessarily the same as in English. A door, for example, is considered an animate object in Mi’kmaq.
Pseudonyms have been used to ensure confidentiality.
Pseudonyms have been used for the communities and the participants in this study.
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This work was funded in part by the Social Sciences and Humanities Research Council of Canada Doctoral Fellowship Program.
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Lunney Borden, L. What’s the word for…? Is there a word for…? How understanding Mi’kmaw language can help support Mi’kmaw learners in mathematics. Math Ed Res J 25, 5–22 (2013). https://doi.org/10.1007/s13394-012-0042-7
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DOI: https://doi.org/10.1007/s13394-012-0042-7