Learning Mathematics in English at Basic Schools in Ghana: A Benefit or Hindrance?

Autor/inn/en	Fredua-Kwarteng, Eric; Ahia, Francis
Titel	Learning Mathematics in English at Basic Schools in Ghana: A Benefit or Hindrance?
Quelle	In: European Journal of Educational Research, 4 (2015) 3, S.124-139 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Mathematics Instruction; Educational Policy; Language of Instruction; English (Second Language); Second Language Learning; Foreign Countries; Role; Language Proficiency; Mathematics Skills; Native Language; African Languages; Learning Processes; Educational Benefits; Teaching Methods; Literature Reviews; Ghana + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Rollen; Language skill; Language skills; Sprachkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Learning process; Lernprozess; Bildungsertrag; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Facilitating effective mathematics learning and higher mathematics achievement have long been recognized as a key to the scientific and technological advancement of the African continent. While the central role that language proficiency plays in mathematics teaching and learning has received an overwhelming research attention in the literature over the past two decades, this is not the case among African policy-makers and political leaders. Drawing mainly from our professional experiences as mathematics educators and from the international research literature, our primary intent in this paper is to answer this question: How does the learning of mathematics in English at the basic school level help or hinder students' mathematical proficiency? To answer this question, the paper is organized as follows. The first part, the introduction, gives a brief overview of the language of learning and teaching in Africa. The second part describes the method and conceptual framework undergirding the research. In the third section, we have analyzed the effects of mathematics learning and teaching through English for basic students whose mother tongue is a Ghanaian language. The conclusion offers four recommendations for developing and improving the mathematics proficiency of students in basic schools. (As Provided).
Anmerkungen	Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@eu-jer.com; Web site: http://www.eu-jer.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01