Abstract
This article deals with teaching mathematics in Breton at primary school. We mainly refer to Adler’s research inviting to consider linguistic plurality not only as a difficulty, but also as a possible resource for mathematics teaching. Her work invites to focus on available material resources and on the way teachers use them. We study the characteristic features of Breton liable to constitute – or not – the language as a resource for mathematics teaching. Relying on teachers’answers to a questionnaire, we also study the material resources they use and what resources are lacking. We finally discuss our first results and try to suggest a few trails towards taking the linguistic and cultural specificities of the language into account in mathematics teaching.
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