Record Details

Introducing discussion into multilingual mathematics classrooms: An issue of code switching? 


Field Value
Title Introducing discussion into multilingual mathematics classrooms: An issue of code switching? 
Creator Webb, Lyn Webb, Paul
Subject — —
Description 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.
Publisher AOSIS Publishing
Date 2008-10-11
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — —
Format application/pdf
Identifier 10.4102/pythagoras.v0i67.71
Source Pythagoras; Issue 67 (2008); 26-32 2223-7895 1012-2346
Language eng
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
Coverage — — —
Rights Copyright (c) 2008 Lyn Webb, Paul Webb