Teacher code switching consistency and precision in a multilingual mathematics classroom:

Chikiwa, Clemence; Schäfer, Marc

Title: Teacher code switching consistency and precision in a multilingual mathematics classroom:
Creator: Chikiwa, Clemence
Creator: Schäfer, Marc
Date Issued: 2016
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
Format: pdf
Language: English
Relation: African Journal of Research in Mathematics, Science and Technology Education
Relation: 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.
Relation: 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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Schafer, Marc (Prof)

RU DST/NRF SARChI for Mathematics Education

RU Department of Education

SDG 04. Quality Education

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