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

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dc.contributor.authorTshabalala, Faith Lindiwe
dc.date.accessioned2007-02-15T12:04:33Z
dc.date.available2007-02-15T12:04:33Z
dc.date.issued2007-02-15T12:04:33Z
dc.descriptionStudent Number : 0008975N - M Ed research report - School of Education - Faculty of Humanitiesen
dc.description.abstractThis 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
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dc.format.extent14511 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10539/2007
dc.language.isoenen
dc.subjectmathematical reasoningen
dc.subjectmultilingual classen
dc.subjectmathematical tasksen
dc.titlePromoting Mathematical Reasoning in a Multilingual Class of Grade 7 English Second Language Learnersen
dc.typeThesisen
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