ABSTRACTThis study examines the influence of local mother tongues, such as Shimaoré and Kibushi, on the acquisition of mathematical skills in Mayotte, where French the official language of instruction is rarely spoken outside the school environment. A survey involving 167 students was conducted, employing a mixed-methods approach to explore the relationship between linguistic practices and the understanding of mathematical concepts. The findings indicate that while translating and converting instructions into local languages can facilitate comprehension for some students, this strategy often falls short in addressing the complexities of mathematical reasoning, which necessitates an understanding of semiotic representations and symbolic language. Statistical clustering analysis, combined with insights into actual didactical needs, identified six distinct student profiles. These profiles reveal that the use of local languages varies according to students' mathematical performance levels; however, this variation does not consistently lead to improved outcomes. The study underscores the importance of cultural contextualisation in teaching and proposes tailored didactic strategies. These include the judicious incorporation of local languages, the contextualisation of mathematical concepts through culturally relevant examples, and the integration of interactive visual aids. The aim is to equip educators with effective tools to design responsive teaching strategies in multilingual settings, enabling students to better grasp mathematical concepts while simultaneously enhancing their proficiency in the language of instruction.
Sciences & Education (Wed,) studied this question.