Introducing discussion into multilingual mathematics classrooms: An issue of code switching?

Introducing discussion into multilingual mathematics classrooms: An issue of code switching?

The Department of Education in South Africa advocates collaborative and constructivist learning; however, observations indicate that little discussion occurs in most multilingual mathematics classes. In this paper we draw on a pilot study set in the Eastern Cape where teachers wer...

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Main Authors: Lyn Webb, Paul Webb
Format: Article
Language:English
Published: AOSIS 2008-10-01
Series:Pythagoras
Online Access:https://pythagoras.org.za/index.php/pythagoras/article/view/71
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spelling doaj-0ba47dce92eb467c9aaf7491073f1f702020-11-24T23:07:14ZengAOSISPythagoras1012-23462223-78952008-10-01067263210.4102/pythagoras.v0i67.7148Introducing discussion into multilingual mathematics classrooms: An issue of code switching?Lyn Webb0Paul Webb1Nelson Mandela Metropolitan University, Port Elizabeth Nelson Mandela Metropolitan University, Port Elizabeth The Department of Education in South Africa advocates collaborative and constructivist learning; however, observations indicate that little discussion occurs in most multilingual mathematics classes. In this paper we draw on a pilot study set in the Eastern Cape where teachers were introduced to the theory and practice of exploratory talk, and then tasked to perform an action research project on introducing discussion in their own multilingual mathematics classrooms. The results of the study suggest some successes in terms of teachers initiating exploratory talk and highlight the fact that these successes were only achieved where code switching between English and isiXhosa formed an integral part of the process.https://pythagoras.org.za/index.php/pythagoras/article/view/71
collection DOAJ
language English
format Article
sources DOAJ
author Lyn Webb
Paul Webb
spellingShingle Lyn Webb
Paul Webb
Introducing discussion into multilingual mathematics classrooms: An issue of code switching?
Pythagoras
author_facet Lyn Webb
Paul Webb
author_sort Lyn Webb
title Introducing discussion into multilingual mathematics classrooms: An issue of code switching?
title_short Introducing discussion into multilingual mathematics classrooms: An issue of code switching?
title_full Introducing discussion into multilingual mathematics classrooms: An issue of code switching?
title_fullStr Introducing discussion into multilingual mathematics classrooms: An issue of code switching?
title_full_unstemmed Introducing discussion into multilingual mathematics classrooms: An issue of code switching?
title_sort introducing discussion into multilingual mathematics classrooms: an issue of code switching?
publisher AOSIS
series Pythagoras
issn 1012-2346
2223-7895
publishDate 2008-10-01
description The Department of Education in South Africa advocates collaborative and constructivist learning; however, observations indicate that little discussion occurs in most multilingual mathematics classes. In this paper we draw on a pilot study set in the Eastern Cape where teachers were introduced to the theory and practice of exploratory talk, and then tasked to perform an action research project on introducing discussion in their own multilingual mathematics classrooms. The results of the study suggest some successes in terms of teachers initiating exploratory talk and highlight the fact that these successes were only achieved where code switching between English and isiXhosa formed an integral part of the process.
url https://pythagoras.org.za/index.php/pythagoras/article/view/71
work_keys_str_mv AT lynwebb introducingdiscussionintomultilingualmathematicsclassroomsanissueofcodeswitching
AT paulwebb introducingdiscussionintomultilingualmathematicsclassroomsanissueofcodeswitching
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