Patterned Differences in Grade 3 Mathematics Teachers' Working with Representations across Two Language Contexts: Implications for Learning Opportunities

Autor/in	Poo, Manono
Titel	Patterned Differences in Grade 3 Mathematics Teachers' Working with Representations across Two Language Contexts: Implications for Learning Opportunities
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 25 (2021) 3, S.225-235 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2021.2004361
Schlagwörter	Grade 3; Elementary School Teachers; Mathematics Teachers; Mathematics Instruction; Numbers; Multilingualism; English (Second Language); Second Language Learning; Language of Instruction; Teaching Methods; Oral Language; Learning Processes; African Languages; Outcomes of Education; Native Language; Foreign Countries; Elementary School Students; South Africa + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Mathematics lessons; Mathematikunterricht; Zahlenraum; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Learning process; Lernprozess; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Lernleistung; Schulerfolg; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this paper, illustrative excerpts from mathematics lessons are analysed to examine mathematical and multilingual moves between representations within Sepedi and English medium classrooms. Duval's theory of representational registers and the literature on multilingual practices help foreground similarities within and differences between the instructional practices of four teachers--two teaching in the medium of Sepedi and two in English--as they move between mathematical and multilingual representations in the teaching of numbers. The findings show patterned differences on the basis of the medium of instruction, with the Sepedi medium instruction indicating, primarily, 'restatement' moves between the oral and the symbolic modes of representation, whilst the English medium instruction incorporated a higher incidence of mathematical moves between oral, concrete, iconic and symbolic number-based modes of representation. The evidence of broader use of mathematical representational moves as observed in the English medium lessons offers insights into how and, perhaps, why learners' knowledge development and understanding of early number in English medium classrooms may emerge in ways that are different from the knowledge developed in the Sepedi medium classes. These patterned differences are important to understand in a South African context where language of instruction continues to be associated with differences in mathematical outcomes in ways that, as previously documented, relate to socio-economic disadvantage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01