This report presents a qualitative case study, which explored how a Grade
11 mathematics teacher in a multilingual classroom used the learners’
home languages in order to support their understanding of concepts in
Linear Programming. The study involved one teacher together with his
Grade 11 learners and was carried out in a township school located in the
Eastrand, Johannesburg. Data was collected through lesson observations
of five consecutive lessons and a reflective interview with the teacher.
The situated-sociocultural perspectives guided the study. The analysis
shows that the teacher used learners’ home languages deliberately; in
mathematics tasks, for asking questions, to re-voice learners’
contributions, for encouraging learners’ participation in mathematical
discourses and practices, and for probing learners’ thinking. In general,
the use of learners’ home languages enhanced learners’ understanding of
Linear Programming concepts. The study also highlights the complexities
of translating mathematics tasks from English to learners’ home
languages.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/4959 |
| Date | 17 June 2008 |
| Creators | Mpalami, Nkosinathi |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 570239 bytes, 17683 bytes, 9916 bytes, application/pdf, application/pdf, application/pdf, application/pdf, application/pdf, application/pdf |
Page generated in 0.0028 seconds