Considérations sur l'Ethnomathématique, la Pédagogie adaptée à la culture et la justice sociale dans l'enseignement des mathématiques
DOI :
https://doi.org/10.23925/1983-3156.2023v25i2p145-165Mots-clés :
Pédagogie culturellement pertinente, Ethnomathématiques, Enseignement des mathématiques, Action pédagogiqueRésumé
L'un des défis auxquels sont confrontés les systèmes éducatifs à l'échelle internationale est lié au nombre croissant d'étudiants issus de milieux linguistiques et culturels divers, un fait qui attire l'attention des enseignants et des chercheurs. Étant donné que les domaines des connaissances linguistiques et culturelles sont également liés aux systèmes éducatifs traditionnels, il est de plus en plus urgent de remédier à cette incapacité d'atteindre efficacement tous les étudiants. En ce qui concerne le contexte de la justice sociale, il est nécessaire d'évaluer l'intégration de la perspective culturelle des mathématiques dans la salle de classe, ainsi que de créer les fondements mêmes des approches ethnomathématiques qui se rapportent aux composantes pédagogiques du programme de mathématiques, dans la mesure où elles visent à développer cette production de connaissances. Cette approche met l'accent sur la promotion de la justice sociale et la qualité de l'expérience éducative des élèves. Ainsi, cette diversité socioculturelle a gagné en pertinence éducative, car il s'agit d'un domaine qui cherche à relier la vie quotidienne des élèves au processus d'enseignement et d'apprentissage, ce qui vise à promouvoir l'humanisation des systèmes éducatifs. Dans le contexte de la justice sociale, il est nécessaire d'examiner comment les mathématiques se retrouvent dans toutes les cultures et, en même temps, de se baser sur des pédagogies ethnomathématiques et culturellement pertinentes qui peuvent assumer, dans les programmes de mathématiques, les diverses formes linguistiques et culturelles de la connaissance. L'objectif principal de cette approche est donc la promotion intégrale des expériences quotidiennes des élèves dans le programme scolaire de mathématiques.
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