Towards the development of instructional strategies for teaching algebra in multilingual classrooms in South Africa :|ba study of two cases

DSpace/Manakin Repository

Show simple item record

dc.contributor.author Mparutsa, Sophie Thandiwe
dc.date.accessioned 2011-06-23T09:43:45Z
dc.date.available 2011-06-23T09:43:45Z
dc.date.issued 2011-06-23
dc.identifier.uri http://hdl.handle.net/10539/10175
dc.description.abstract This study explored instructional strategies that teachers in multilingual mathematics classrooms use to support the development of mathematical proficiency in algebra. The need for improvement of mathematics matriculation results in many multilingual schools is a well accepted concern in South Africa. The research method used was two case studies. In one case, the teacher shared a home language with all the learners. In the other case, the teacher did not share a home language with most of the learners. Data collected revealed that the teachers used language strategies as well as other strategies that would be used in any other mathematics classroom. These strategies were: Interactive Instruction; Scaffolding; Multiple Representations; Code-Switching and Language Modes. The data further revealed that the strategies were not used in isolation but in different combinations as needed, to support the learners. en_US
dc.language.iso en en_US
dc.subject Instructional strategies en_US
dc.subject Interactive Instruction en_US
dc.subject Multiple Representations en_US
dc.subject Code-Switching en_US
dc.subject Language Modes en_US
dc.subject Scaffolding en_US
dc.title Towards the development of instructional strategies for teaching algebra in multilingual classrooms in South Africa :|ba study of two cases en_US
dc.type Thesis en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search WIReDSpace


Browse

My Account

Statistics