Promoting Mathematical Reasoning in a Multilingual Class of Grade 7 English Second Language Learners
Date
2007-02-15T12:04:33Z
Authors
Tshabalala, Faith Lindiwe
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Abstract
This qualitative study was conducted in one school in an informal settlement, West of
Johannesburg. The study explored how a grade 7 teacher promoted mathematical
reasoning in multilingual mathematics class of English second language learners. The
focus of the research was on how a Grade 7 mathematics teacher interacts with the
learners to encourage mathematical reasoning during his teaching in a multilingual
class. The study also looked at the kind of tasks the teacher used to promote
mathematical reasoning and how he uses language to enable mathematical reasoning.
The study was informed by a theory of learning which emphasises the importance of
social interaction in the classroom where the teacher encourages learners to interact
with each other to explain their thinking and to justify their answers. Data was collected
through lesson and teacher interviews. The study shows the teacher focused more on
developing the learners’ procedural fluency. This focus on procedural fluency was
accompanied by the dominance of the use of English by the learners.
Description
Student Number : 0008975N -
M Ed research report -
School of Education -
Faculty of Humanities
Keywords
mathematical reasoning, multilingual class, mathematical tasks