Promoting Mathematical Reasoning in a Multilingual Class of Grade 7 English Second Language Learners

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dc.contributor.author Tshabalala, Faith Lindiwe
dc.date.accessioned 2007-02-15T12:04:33Z
dc.date.available 2007-02-15T12:04:33Z
dc.date.issued 2007-02-15T12:04:33Z
dc.identifier.uri http://hdl.handle.net/10539/2007
dc.description Student Number : 0008975N - M Ed research report - School of Education - Faculty of Humanities en
dc.description.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. en
dc.format.extent 463005 bytes
dc.format.extent 14511 bytes
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.language.iso en en
dc.subject mathematical reasoning en
dc.subject multilingual class en
dc.subject mathematical tasks en
dc.title Promoting Mathematical Reasoning in a Multilingual Class of Grade 7 English Second Language Learners en
dc.type Thesis en


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