This study explored language practices of trilingual undergraduate students of mathematics as they made sense of an algebraic task. Specifically, the study set out to explore whether, how and why trilingual undergraduate students used language(s) to make sense of mathematics. In this study a trilingual speaker is viewed as an individual proficient in three languages and whose proficiency in the languages is not necessarily equal. The speaker uses the three languages either separately or by switching between any two in ways that are determined by his/her communication needs. Exploring language practices helped me to understand how students position themselves as they engage with a mathematics task using mathematical Discourses (capital D) in relation to their trilingual language facility. This facility involves the use of either the language of learning and teaching (LoLT) (English) or the switching between two or three of the languages they know. These languages were home languages, including Kiswahili of the students. In tertiary institutions, English is the LoLT while the home languages are neither taught nor used in the classroom. The study used a qualitative inquiry process, specifically a case study approach. It was conducted at a public university in Kenya with a focus on first-year engineering students with mathematics in their programme. Data were collected using a students‟ questionnaire, and clinical and reflective interviews. A structured questionnaire was used to gather the baseline data, which was used for the selection of 15 interview participants. The clinical interviews provided information on language use as the students engaged with the task, explaining each step of the process, while the aim of the reflective interviews was to identify, ascertain and confirm various actions and different languages and language practices that were not apparent during the clinical interview. The interviews were transcribed and 11 paired transcripts were selected for analysis. The data were analysed using the methods of Discourse analysis (Gee, 2005). This analysis explored how students used language in tandem with non-language “stuff” in a single language or when switching between any two languages and how and why each was used. The focus was on the activities and identities they enacted through their interpretation of the given task and in part of the solution process. The findings revealed that when students engaged with mathematics, they drew on the LoLT only, or switched between the LoLT and their home languages or between the LoLT, home languages and Kiswahili. Those who switched did so when they were faced with interpretation challenges, when there was need to emphasise a point and due to habitual practices of switching. They commonly switched silently and communicated verbally in the LoLT. The purpose for code switching was to gain understanding of the task. On the other hand, a trilingual student is likely to remain in the LoLT because content has been taught and tasks presented in the LoLT. The key contribution of this study is its focus on the trilingual language context of undergraduate students of mathematics, an area that has not been researched up to now. Furthermore, this study has added to scholarly work in this discipline by establishing that code switching is not the preserve of students who are learning the LoLT; rather, it is a reality for trilingual students who are competent in the LoLT when they engage with mathematics. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education (Mathematics Education))

Kenya Methodist University (KeMU) is facing challenges like duplication of work due to lack of a central repository for knowledge retention, loss of knowledge through expertise leaving the institution without knowledge being captured and over reliance on a few known subject matter experts as others have not been identified. Utilising the Knowledge Retention Strategy framework, this study sought to assess knowledge retention practices at KeMU, with a view to entrench the culture of sharing knowledge. The ultimate aim of this study was to develop a model for knowledge retention at institutions of higher learning which KeMU could adopt. The study relied on mixed method research (MMR) with qualitative and quantitative data mixed at collection, analysis, discussion and reporting levels. The study triangulated data collection tools which encompassed a questionnaire, interview, observation and review of documents to collect data from 106 respondents and 11 heads of departments respectively. These two groups were purposively selected as they play a key role in knowledge retention at KeMU. The study disclosed a variety of informal knowledge retention practices but formal practices like: documented work processes; training and development for specific job tasks; orientation for general and job specific; knowledge repositories; communities of practice; knowledge retention policies; knowledge recovery initiatives; and human resources processes and practices for knowledge retention were lacking. Considering the value placed on the above list of lacking essential practices for knowledge retention, KeMU is indeed in dire need for a solution to help retain operational relevant knowledge. The study formulated a KR model for institutions of higher learning that would help KeMU leverage its knowledge assets. The study recommends that KeMU should work out a knowledge retention policy on how to implement the best knowledge retention practices. A further study on measuring KM in an academic institution is recommended. / Information Science / M. Inf.