for the learning of mathematics

an international journal of mathematics education

Vanessa Sena Tomaz ,  Maria Manuela David - Vol. 38 Num. 3 (2018)
 Mathematical artifacts as communicational facilitators between indigenous and non-indigenous cultures


Our aim is to discuss some choices of communicational artifacts made by Maxakali Brazilian Indigenous students to register and operate with numbers in a mathematics education course, and how these choices reflect in the ongoing classroom activity. We rely on Activity Theory to analyze an activity involving them and discuss how the choice of artifacts modify the participation of other students, redirects the instructors’ actions, and contributes to the alignment of different linguistic codes and worldviews. The Indigenous students gained a more powerful position in this multilingual classroom mathematical activity when they created ways to connect different textual worlds.