Using Language as a Transparent Resource in the Teaching and Learning of Mathematics in a Grade 11 Multilingual Classroom

被引：0
|
作者：
Setati, Mamokgethi [1 ]
Molefe, Terence [2 ]
Langa, Mampho [3 ]
机构：
[1] Univ South Africa, Pretoria, South Africa
[2] Fons Luminus High Sch, Diepkloof, South Africa
[3] Oprah Winfrey Leadership Acad Girls, Gauteng, South Africa
来源：
PYTHAGORAS | 2008年 / 67期
基金：
新加坡国家研究基金会;
关键词：
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In this paper, we draw on a study conducted in Grade 11 classrooms to explore how the learners' home languages can be used for teaching and learning mathematics in multilingual classrooms in South Africa. This report is part of a wider study that is still in progress. Based on an analysis of data collected through lesson observations in a Grade 11 class and learner interviews we argue for the deliberate, proactive and strategic use of the learners' home languages as a transparent resource in the teaching and learning of mathematics in multilingual classrooms. Such use of the languages will ensure that learners gain access to mathematical knowledge without losing access to English, which many parents, teachers and learners presently see as a necessary condition for gaining access to social goods such as higher education and employment.
引用
收藏
页码：14 / 25
页数：12
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