Mother tongue policies and mathematical terminology in the teaching of mathematics

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ID: 61792
2008
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Abstract
The Department of Education in South Africa advocates collaborative and constructivist learning; however, observations indicate that little discussion occurs in most multilingual mathematics classes. In this paper we draw on a pilot study set in the Eastern Cape where teachers were introduced to the theory and practice of exploratory talk, and then tasked to perform an action research project on introducing discussion in their own multilingual mathematics classrooms. The results of the study suggest some successes in terms of teachers initiating exploratory talk and highlight the fact that these successes were only achieved where code switching between English and isiXhosa formed an integral part of the process.
Reference Key
kazima2008mothertonguepoliciesandmathematicalterminologyintheteachingofmathematicspythagoras Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Kazima, Mercy;
Journal pythagoras
Year 2008
DOI
DOI not found
URL
https://pythagoras.org.za/index.php/pythagoras/article/view/74
Keywords
Education philology. linguistics language and literature special aspects of education mathematics theory and practice of education

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