Communicating mathematics reasoning in multilingual classrooms in South Africa.

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dc.contributor.authorAineamani, Benadette
dc.date.accessioned2011-06-20T08:19:00Z
dc.date.available2011-06-20T08:19:00Z
dc.date.issued2011-06-20
dc.description.abstractThis is a qualitative research that draws Gee‟s Discourse analysis to understand how learners communicate their mathematical reasoning in a multilingual classroom in South Africa. The study involved a Grade 11 class of 25 learners in a township school East of Johannesburg. The research method used was a case study. Data was collected using classroom observations, and document analysis. The study has shown that learners communicate their mathematics reasoning up to a certain level. The way learners communicated their mathematical reasoning depended on the activities that were given by the textbook being used in the classroom, and the questions which the teacher asked during the lessons. From the findings of the study, recommendations were made: the assessment of how learners communicate their mathematical reasoning should have a basis, say the curriculum. If the curriculum states the level of mathematical reasoning which the learners at Grade 11 must reach, then the teacher will have to probe the learners for higher reasoning; mathematics classroom textbooks should be designed to enable learners communicate their mathematical reasoning. The teacher should ask learners questions that require learners to communicate their mathematical reasoning.en_US
dc.identifier.urihttp://hdl.handle.net/10539/10133
dc.language.isoenen_US
dc.subjectMathematical reasoningen_US
dc.subjectDeductive reasoningen_US
dc.subjectInductive reasoningen_US
dc.subjectClassroom discourseen_US
dc.subjectSocial languageen_US
dc.subjectOrdinary languageen_US
dc.subjectMathematical languageen_US
dc.subjectFormal languageen_US
dc.subjectInformal languageen_US
dc.subjectMultilingual classroomen_US
dc.titleCommunicating mathematics reasoning in multilingual classrooms in South Africa.en_US
dc.typeThesisen_US
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