This is a study of secondary mathematics teachers' knowledge of the dynamics
of learning and teaching mathematics in multilingual classrooms in South Africa.
It probes teachers' articulated and tacit knowledge through a qualitative
methodology that includes In-depth interviews, classroom observations, and
reflective workshops. The sample is purposive and theoretical, comprising SIX
teachers drawn from three different multilingual school contexts. Categories of
description and analytic narrative vignettes enable a qualitative, layered analysis
of what the teachers said and how they acted.
