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ERIC Number: EJ764988
Record Type: Journal
Publication Date: 2005-Nov
Pages: 20
Abstractor: Author
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0021-8251
Teaching Mathematics in a Primary Multilingual Classroom
Setati, Mamokgethi
Journal for Research in Mathematics Education, v36 n5 p447-466 Nov 2005
This article explores the complex relationship between language and mathematics education in multilingual settings by presenting an analysis of one lesson from a multilingual primary mathematics classroom in South Africa taught by an appropriately qualified and experienced teacher. English emerged as a dominant language in this classroom, and this dominance was accompanied by procedural mathematics discourse. The learners' home language functioned mainly as the language of solidarity, whereas English functioned as the language of mathematics, authority, and assessment. The article argues for the need to recognize and acknowledge the political role of language when conducting research into the relationship between language and mathematics education in multilingual classrooms. The article draws implications for making critical, influential decisions about curriculum, assessment, and teacher education. (Contains 2 figures.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa