Towards the development of instructional strategies for teaching algebra in multilingual classrooms in South Africa :|ba study of two cases

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dc.contributor.authorMparutsa, Sophie Thandiwe
dc.date.accessioned2011-06-23T09:43:45Z
dc.date.available2011-06-23T09:43:45Z
dc.date.issued2011-06-23
dc.description.abstractThis study explored instructional strategies that teachers in multilingual mathematics classrooms use to support the development of mathematical proficiency in algebra. The need for improvement of mathematics matriculation results in many multilingual schools is a well accepted concern in South Africa. The research method used was two case studies. In one case, the teacher shared a home language with all the learners. In the other case, the teacher did not share a home language with most of the learners. Data collected revealed that the teachers used language strategies as well as other strategies that would be used in any other mathematics classroom. These strategies were: Interactive Instruction; Scaffolding; Multiple Representations; Code-Switching and Language Modes. The data further revealed that the strategies were not used in isolation but in different combinations as needed, to support the learners.en_US
dc.identifier.urihttp://hdl.handle.net/10539/10175
dc.language.isoenen_US
dc.subjectInstructional strategiesen_US
dc.subjectInteractive Instructionen_US
dc.subjectMultiple Representationsen_US
dc.subjectCode-Switchingen_US
dc.subjectLanguage Modesen_US
dc.subjectScaffoldingen_US
dc.titleTowards the development of instructional strategies for teaching algebra in multilingual classrooms in South Africa :|ba study of two casesen_US
dc.typeThesisen_US
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