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ERIC Number: EJ757651
Record Type: Journal
Publication Date: 2007-Feb
Pages: 14
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0013-1954
Numeracy and Literacy in a Bilingual Context: Indigenous Teachers Education in Brazil
Mendes, Jackeline Rodrigues
Educational Studies in Mathematics, v64 n2 p217-230 Feb 2007
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil