Speech Portrait of Children of the Indigenous People of the North in the Process of Teaching Mathematics

Abstract

The article presents a scientific description of the collective speech portrait of primary school students in the process of teaching mathematics in rural educational institutions located in the places of the indigenous people of the North, Siberia and the Far East of the Russian Federation. The material for the scientific description of the speech portrait in the context of bilingualism was the results of studies conducted in 4 regions of Russia: the Republic of Sakha (Yakutia), the Republic of Buryatia, the Yamalo-Nenets Autonomous Okrug, the Khanty-Mansiysk Autonomous Okrug – Yugra. In total, the study covered 165 respondents (students, teachers and parents). During the study, the scientific literature and statistical data on the studied regions were analyzed. There were such research methods as observation, conversation, interviews, questionnaires, transcription of audio recordings, quantitative and qualitative analysis of oral and written works. The theoretical and methodological basis of the study was the work of scientists devoted to the problems of linguistic personality, speech portrait, the formation and development of mathematical speech. When creating a speech portrait, sociocultural, sociolinguistic, psychological-pedagogical, ethnolinguistic factors influencing the development of oral and written mathematical speech were taken into account. Audio recordings of oral speech and written test papers of students were also analyzed. The collective speech portrait was described on the basis of an integrated approach involving socio-psycholinguistic characteristics, descriptions of the levels of development of oral and written mathematical speech, as well as features of speech culture in formal and informal communication. The results of the study can provide methodological assistance in organizing educational activities for the development of mathematical speech.