This study explores whether and how the deliberate use of multiple languages can
support or constrain the development of learners’ mathematics proficiency in a
multilingual mathematics classroom. The study is an action research in which I
transform my teaching, by exploring a new teaching strategy. In the study, learners’
home languages, in addition to English (LoLT), are used in a planned and proactive
manner, where a well-selected high cognitive demand task set in multiple languages is
used for teaching and learning. The study is done in a grade 11 multilingual
mathematics class, at a school where I teach. Findings of the study indicate that
Kilpatrick et al’s (2001) five strands of mathematical proficiency prevail across all
lessons, that the use of English by both learners and I dominates, and that utterances
are mostly conceptual. It is also shown by the findings of the study that using the
learners’ home languages in presentation of the mathematical task, and the nature of
the task used, supports the learners in the comprehension of the mathematical task,
and encourages them to participate more effectively during lessons.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/6084 |
| Date | 12 February 2009 |
| Creators | Molefe, Terence Baron |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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