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ERIC Number: EJ554567
Record Type: Journal
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0013-1954
A Participatory-Inquiry Approach and the Mediation of Mathematical Knowledge in a Multilingual Classroom.
Adler, Jill
Educational Studies in Mathematics, v33 n3 p235-58 Sep 1997
Describes and analyzes a short teaching episode in a multilingual secondary mathematics classroom in South Africa where the teacher uses a participatory-inquiry approach. Argues that such an approach to teaching and learning mathematics creates dilemmas of mediation for teachers. (AIM)
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa