Original Research

Mother tongue policies and mathematical terminology in the teaching of mathematics 

Mercy Kazima
Pythagoras | Issue 67 | a74 | DOI: https://doi.org/10.4102/pythagoras.v0i67.74 | © 2008 Mercy Kazima | This work is licensed under CC Attribution 4.0
Submitted: 10 October 2008 | Published: 11 October 2008

About the author(s)

Mercy Kazima, University of Malawi , Malawi

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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.

Keywords

multilingual classrooms;

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Crossref Citations

1. Comparing Two Frameworks for Exploring the Quality of Mathematics Teaching in a Malawian Primary Classroom
Fraser Gobede, Reidar Mosvold, Arne Jakobsen
African Journal of Research in Mathematics, Science and Technology Education  vol: 26  issue: 2  first page: 100  year: 2022  
doi: 10.1080/18117295.2022.2100662