La problématique de la terminologie mathématique dans l’enseignement des langues ivoiriennes : cas du Baoulé

Abstract

The development of mathematical terminology in the teaching of Ivorian languages, and more particularly in Baoulé, is a major challenge for educational development and the preservation of African languages. The hypothesis put forward suggests that a thoughtful and culturally relevant integration of this terminology could not only facilitate the assimilation of mathematical concepts, but also strengthen the cultural identity of pupils. Thus, this initiative aims to improve understanding of mathematical concepts while enriching the lexicon of the Baule language. To achieve these ambitious objectives, it is essential to establish interdisciplinary cooperation between linguists, educationalists and mathematics specialists. This collaboration will make it possible to design appropriate and accessible teaching tools that are in tune with the cultural realities of the learners. By introducing appropriate mathematical terms in Baule, this approach aims to overcome the linguistic barriers to learning, while promoting inclusive education that respects local cultural identities. The challenge thus goes beyond the strictly pedagogical framework to take on a socio-cultural dimension. The aim is to enhance and modernise Ivorian and even African languages within a contemporary education system, while preserving their richness and linguistic diversity. This initiative could therefore play a key role in the revitalisation of Ivorian languages and in the cultural emancipation of pupils.