Open AccessUsing language as a transparent resource in the teaching and learning of mathematics in a Grade 11 multilingual classroom
Author(s) -
Mamokgethi Setati,
Terence Baron Molefe,
Mampho Langa
Publication year - 2008
Publication title -
pythagoras
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.374
H-Index - 7
eISSN - 2223-7895
pISSN - 1012-2346
DOI - 10.4102/pythagoras.v0i67.70
Subject(s) - mathematics education , class (philosophy) , resource (disambiguation) , computer science , pedagogy , psychology , artificial intelligence , computer network
In this paper, we draw on a study conducted in Grade 11 classrooms to explore how the learners’ home languages can be used for teaching and learning mathematics in multilingual classrooms in South Africa. This report is part of a wider study that is still in progress. Based on an analysis of data collected through lesson observations in a Grade 11 class and learner interviews we argue for the deliberate, proactive and strategic use of the learners’ home languages as a transparent resource in the teaching and learning of mathematics in multilingual classrooms. Such use of the languages will ensure that learners gain access to mathematical knowledge without losing access to English, which many parents, teachers and learners presently see as a necessary condition for gaining access to social goods such as higher education and employment