One Teacher's Dilemma in Mediating Translation from Written to Symbolic Form in a Multilingual Algebra Classroom.
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This study investigated how a teacher in a multilingual classroom attempted to support learners who are struggling to translate written/verbal mathematics into a symbolic form. Thirty-six Grade ten learners in one multilingual classroom in South Africa were given a written test involving one algebraic question and then a discussion on the solution ensued. The results of the written test by learners, analysis of class discussion and the interview with the teacher all revealed the complexity of discerning or situating learners' difficulty due to either language limitation or lack of understanding of the mathematics concept or both. (Contains 1 table.)
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|Author:||Essien, Anthony A.|
|Date:||Jan 1, 2011|
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