Les mathématiques à l’école et miyō-pimōhtēwin
DOI :
https://doi.org/10.25071/1916-4467.40669Mots-clés :
enseignement des mathématiques aux autochtones, éducation des autochtones, mathématiques à l’école, recherche narrative, miyō-pimōhtēwinRésumé
Nous voulons que les mathématiques soient un processus de miyō-pimōhtēwin (marcher dans la bonne direction). S’appuyant sur une méthodologie d’enquête narrative, nous partageons nos expériences de travail aux côtés de deux enseignants cris de l'école primaire et des élèves dans leur classe de mathématiques.. Les enseignants ont dispensé des principes qui équilibrent kohtawān (notre bien-être spirituel) et font du programme scolaire un espace relationnel. Ces principes invitent à apprendre et à enseigner les mathématiques scolaires d'une manière qui met l'accent sur la conscience de soi, le fait de faire les choses correctement, d'apprendre de nouvelles façons, d'être reconnaissant, d'être humble, de laisser les problèmes derrière soi, de s'aider soi-même et de continuer à essayer. Cet article démontre également une pratique prometteuse d'autochtonisation dans la classe de mathématiques en fournissant une manière contextuelle dans laquelle les élèves cris et les enseignants sont engagés dans les mathématiques scolaires de manières relationnelles.
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© Stavros Georgios Stavrou 2021 
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