Number Names: Do They Count?

Autor/in	Mostert, Ingrid
Titel	Number Names: Do They Count?
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 23 (2019) 1, S.64-74 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mostert, Ingrid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2019.1589038
Schlagwörter	Foreign Countries; Native Language Instruction; African Languages; Mathematics Instruction; Language Usage; Number Concepts; Diachronic Linguistics; Syntax; Oral Language; Written Language; Elementary School Mathematics; Affordances; Phonology; South Africa + Suchen Sie Ihr Suchwort? Ausland; Native language education; Muttersprachlicher Unterricht; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Mathematics lessons; Mathematikunterricht; Sprachgebrauch; Number concept; Zahlbegriff; Linguistics; Diachronische Sprachbetrachtung; Historische Linguistik; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Elementare Mathematik; Schulmathematik; Fonologie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	A number of post-colonial countries in Africa have introduced home language instruction for the initial years of schooling. This policy is particularly challenging in mathematics, as there is a paucity of research on how the linguistic features of African languages might be leveraged for the teaching and learning of mathematics. This paper examines the linguistic features of certain African languages, pertaining to number names, by describing five linguistic features of one particular African language, isiXhosa. The five features are: syntactical category, transparency, regularity, length of words and differences between spoken and written language. Different early-grade mathematics texts in English and isiXhosa are compared to explore the implications of these features for the learning and teaching of mathematics. The study concludes that there are both constraints and affordances of learning number names in isiXhosa and other related African languages and suggests how the affordances might be leveraged and the constraints mitigated. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01