Les mathématiques adaptées aux facteurs (trans-multi)culturels : (re)créer des espaces de bienveillance
DOI :
https://doi.org/10.25071/1916-4467.40413Mots-clés :
mathématiques culturellement adaptées, enseignement des mathématiques, bienveillance, justice sociale et écologique, moyen de savoir autochtoneRésumé
Dans cet article, je revis mes expériences relatives au fait de (dés)apprendre, de (ré)apprendre et de (re)chercher les mathématiques dans de multiples contextes culturels. Je commence par relater les moments de dilemmes que rencontrent de nombreux élèves dans des contextes culturels variés qui m’ont poussé à me pencher sur les mathématiques adaptées aux facteurs (trans-multi)culturels. Je partage cette histoire à travers les récits, les poèmes, les cartes postales numériques que j’ai créés dans le cadre de l’écriture ethnographique de ma vie en m’engageant dans la (ré)appropriation des mathématiques. Ces efforts et ces actions sont sous-tendus par l'espoir que mon partage puisse aider à créer des espaces pour inviter les mathématiques adaptées aux facteurs (trans-multi)culturels dans les salles de classe contemporaines riches en diversités. S’appuyant sur des perspectives de l’éducation multiculturelle critique et transformatrice et les idées des principaux spécialistes du curriculum—Aoki, Pinar, Schwab, Leggo and Noddings—les mathématiques adaptées aux pratiques (trans-multi)culturelles invitent les enseignants à reconnaître les mathématiques comme une activité humaine. Il s'agit d'une invitation à tenir compte des expériences vécues par les élèves et de leurs multiples modes de connaissance dans les classes de mathématiques, avec une attention relationnelle et de la bienveillance. Dans le but d'éduquer des élèves diversifiés d'une manière socialement juste, les mathématiques (trans-multi)culturelles incitent les enseignants à adopter un enseignement holistique qui ne se concentre pas seulement sur l'esprit et le corps, mais s'efforce également d'éduquer le cœur et l'esprit. Il s'agit donc d'une enquête éthique, intellectuelle, politique et relationnelle, qui engage de manière critique les élèves avec les mathématiques pour découvrir quelles connaissances ont le plus de valeur à l'intérieur et à l'extérieur des limites des salles de classes, et qui leur donne ainsi les moyens de co-créer des mathématiques vivantes.
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