NotesFAQContact Us
Search Tips
ERIC Number: ED526816
Record Type: Non-Journal
Publication Date: 2011
Pages: 7
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-1548-6613
One Teacher's Dilemma in Mediating Translation from Written to Symbolic Form in a Multilingual Algebra Classroom
Essien, Anthony A.
Online Submission, US-China Education Review B 4 p475-481 2011
This study investigated how a teacher in a multilingual classroom attempted to support learners who are struggling to translate written/verbal mathematics into a symbolic form. Thirty-six Grade ten learners in one multilingual classroom in South Africa were given a written test involving one algebraic question and then a discussion on the solution ensued. The results of the written test by learners, analysis of class discussion and the interview with the teacher all revealed the complexity of discerning or situating learners' difficulty due to either language limitation or lack of understanding of the mathematics concept or both. (Contains 1 table.)
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 10; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa