Etnogeometría aymara: propuesta de terminología matemática para la escuela rural de Perú

Henry Mark VILCA APAZA, Fredy Sosa Gutiérrez
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引用次数: 1

Abstract

The present study is an approach to Aymara ethnogeometry that aims to identify mathematical terminology on Aymara geometry, under the epistemological support of Ethnomathematics and interculturality, hoping that it can have a positive impact on the learning and identity of students from rural schools in Puno, where there are problems due to linguistic interference. Within the framework of the ethnographic method, the information was obtained through visits and interviews with the Aymara speakers of the communities of the Moho and El Collao province of the Puno region - Peru, contrasted and supplemented with a documentary source Vocabulary of the Aymara language from 1612 and current specialized literature (books and dictionaries). The geometric terms were identified by equivalence and conceptual approximation, and this process showed that the Aymara language has a rich and flexible mathematical lexical background of its own to adapt to current scientific and pedagogical requirements, whether by creating neologisms or borrowing from raw or foreign languages, in case of gaps. The terminology presented in tables was written respecting the linguistic norms of Aymara, and it is expected that it will be standardized and socialized by the authorities of the Ministry of Education, and serve as the basis for future discussions and research.
Aymara民族地理学:秘鲁农村学校数学术语提案
本研究是一种艾马拉民族几何学的研究方法,旨在在民族数学和跨文化的认识论支持下,识别艾马拉几何上的数学术语,希望它能对普诺农村学校学生的学习和认同产生积极的影响,因为普诺农村学校由于语言干扰而存在问题。在人种学方法的框架内,通过访问和采访秘鲁普诺地区莫霍和埃尔科劳省社区的艾马拉语使用者获得信息,并与1612年的艾马拉语文献源词汇和当前的专业文献(书籍和词典)进行对比和补充。几何术语是通过等价和概念近似来确定的,这一过程表明,艾马拉语拥有自己丰富而灵活的数学词汇背景,以适应当前的科学和教学要求,无论是通过创造新词,还是在出现空白时借用原始语言或外语。表中所列的术语是根据艾马拉语的语言规范编写的,预计教育部当局将对其进行标准化和社会化,并作为今后讨论和研究的基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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