- Title
- Teacher code switching consistency and precision in a multilingual mathematics classroom:
- Creator
- Chikiwa, Clemence, Schäfer, Marc
- Date
- 2016
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/141087
- Identifier
- vital:37943
- Identifier
- https://doi.org/10.1080/18117295.2016.1228823
- Description
- This paper reports on a study that investigated teacher code switching consistency and precision in multilingual secondary school mathematics classrooms in South Africa. Data was obtained through interviewing and observing five lessons of each of three mathematics teachers purposively selected from three township schools in the Eastern Cape Province. Elements of Gumperz and Mercer’s work on lesson categories and Dowling’s Domains of Mathematical Practice were used to analyse data. Results showed that code switching frequency in general was inconsistent across different lessons for the same teacher.
- Format
- 11 pages, pdf
- Language
- English
- Relation
- African Journal of Research in Mathematics, Science and Technology Education, Chikiwa, C. and Schäfer, M., 2016. Teacher code switching consistency and precision in a multilingual mathematics classroom. African Journal of Research in Mathematics, Science and Technology Education, 20(3), pp.244-255., African Journal of Research in Mathematics, Science and Technology Education volume 20 number 3 244 255 September 2016 2469-7656
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor and Francis Open Access Statement (https://www.tandfonline.com/openaccess)
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Collections
Schafer, Marc (Prof)
RU DST/NRF SARChI for Mathematics Education
RU Department of Education
SDG 04. Quality Education
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