Printer Friendly

One Teacher's Dilemma in Mediating Translation from Written to Symbolic Form in a Multilingual Algebra Classroom.

To read the full text of this article, click here: http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED526816

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.)

COPYRIGHT 2011 U.S. Department of Education
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 2011 Gale, Cengage Learning. All rights reserved.

Article Details
Printer friendly Cite/link Email Feedback
Author:Essien, Anthony A.
Publication:ERIC: Reports
Article Type:Report
Geographic Code:6SOUT
Date:Jan 1, 2011
Words:170
Previous Article:Promoting Adult Literacy Education for Minorities in the US: Challenges and Suggestions.
Next Article:Progressive Education Standards: A Neuroscience Framework.
Topics:

Terms of use | Privacy policy | Copyright © 2019 Farlex, Inc. | Feedback | For webmasters