نبذة مختصرة : This article gives an account of one of the aspects dealt with in our development research on the mathematics of the Mapuche people in Chile, specifically, Mapuche arithmetic. Aiming to analyze the mathematical practices implied in the Mapunzugun language study program, we contemplate the morpho-syntactic description and analysis of morpho-mathematical structure, the numbers in Spanish and Mapunzugun. Our analysis focuses on the semiotic conflicts of a decontextualized learning, which does not consider the mathematical knowledge of the origin of Mapuche students, present in their daily mathematical practice. The main results account for the existence of Mapuche arithmetic recognized by institutions and the educational potential of numbering in mapuzungun. We conclude this study with a critical reflection on the complex stage of the teaching and learning process of the mathematical school in the Mapuche context, which evidence the need to articulate two mathematical knowledge components that converge in the mathematics classroom in the first levels of compulsory education. At the same time, we ask questions open to future research of the didactics of mathematics, that require theoretical tools that allow designing didactic proposals for an appropriate articulation between the mathematics school and mapuche mathematics.
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