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Teaching and Learning Mathematics in Trilingual Classrooms: Learning from Three Different Continents
... No se estudió la alternancia de las lenguas durante la enseñanza. En Phakeng et al. (2018), con datos de aulas trilingües de matemá cas en tres con nentes, se observó que la enseñanza en ocasiones favorecía el aprendizaje de la lengua vehicular por delante del contenido matemá co. Suponemos que puede haber relación entre las lenguas en uso en nuestra aula trilingüe y el desarrollo de una enseñanza de calidad facilitadora del aprendizaje de la divisibilidad. ...
... Desde la enseñanza, el profesor del aula en nuestro estudio también parece elegir la lengua más adecuada en cada momento según la interacción que se está produciendo con los alumnos, tal como mostramos en el ejemplo de momento en este ar culo. Esta elección de lenguas híbridas contrasta con las prác cas de enseñanza en aulas mul lingües documentadas en Phakeng et al. (2018), donde se concluyó que se había favorecido la enseñanza y el aprendizaje de la lengua vehicular por delante del contenido matemá co al no haberse promovido la alternancia de lenguas. Es especialmente importante tener en cuenta todos estos resultados en el contexto ins tucional de auge de programas CLIL de enseñanza de las matemá cas, generalmente con el inglés como lengua vehicular. ...
Open access route: https://scpmluisbalbuena.org/revista-numeros/
The article is in Volume (117). En este artículo, presentamos resultados de un estudio sobre la calidad de la enseñanza de la divisibilidad en un aula trilingüe de primer curso de educación secundaria. Interpretamos las cinco dimensiones del marco TRU –Teaching for Robust Understanding– y los niveles de la herramienta asociada TRU Math, con atención a las lenguas en la enseñanza. Mediante la combinación de métodos cuantitativos y cualitativos aplicados al análisis del habla del profesor a lo largo de 11 sesiones de clase, concluimos sobre la calidad relativamente elevada de la enseñanza. Las frecuencias de aparición y los niveles de las dimensiones se examinan por separado y en relación con la alternancia de las tres lenguas en la interacción con los alumnos. El recurso de una lengua híbrida se muestra como un mediador de la calidad de la enseñanza por su presencia continuada en momentos de riqueza de contenido matemático, demanda cognitiva, acceso equitativo al contenido, apoyo a la autonomía del alumno y evaluación formativa.
Keywords: Calidad de la enseñanza de la divisibilidad, educación secundaria, análisis de prácticas matemáticas de enseñanza, aula trilingüe, lenguas híbridas.
... Njengoba uPhakeng no-Essien (2016) beqakulisa, izibalo ziwulimi nazo ngokwazo ngoba zisebenzisa izinombolo, izinkomba kanye namagama athile, aqondwa kuphela abafundi nothisha bezibalo. Ngaleso sizathu-ke, othisha bezibalo babhekene nomsebenzi ombaxambili (dual task), wokuthuthukisa ulwazi lolimi lwezibalo kanye nolwazi lolimi izibalo ezifundiswa ngalo (Phakeng et al., 2018;Planas & Setati-Phakeng, 2014 Ngokomhlanganyeli oyisiboshwa C, ulimi lwesiZulu lube yithuluzi nesikhali sokuqonda izinombolo ngokudephile, lwaphinde futhi (ulimi lwesiZulu) lwaba yisikhali esisemqoka ekwelekeleleni ukuqondwa okudephile kolwazi lokuhlanganisa. Lesi kungaba yisizathu esenza iziboshwa zenze kangcono esivivinyweni sangemva kocwaningo, lapho ebezikade sezifundiswe khona kusetshenziswa ulimi lwesiZulu. ...
Education is used to complete the offender education program. Offender formal education has been discussed at a generic lens, without focusing on the role played by each learning area in the rehabilitation process. Languages used in the learning, teaching and assessment of offenders has also been overlooked. In this paper, researchers sought to examine the teaching, learning and assessment of numerical literacy and the impact thereof of using isiZulu language in correctional Centre classrooms. From the pragmatic epistemological stance, researchers collected qualitative and quantitative data through pre-tests, post-tests and semi-structured interviews. The study was framed within the QUANT-QUAL explanatory sequential mixed-methods design. The Andragogic theory was used to underpin the study. The findings revealed the statistically significant impact of isiZulu in the development of numerical literacy. Researchers discovered the role of isiZulu language in the development of mathematics understanding. IsiZulu language was further distinguished as the tool towards the decolonization of mathematics curriculum in correctional centre classrooms. Finally, researchers propose the use of learners’ Home Language in adult correctional centre classrooms.
Keywords: quantitative literacy, correctional centre classrooms, isiZulu, language of learning and teaching
... Language is identified as an important component for teachers to consider when working with both indigenous and other diverse learners because of the key role it plays in students constructing rich conceptual understandings. Studies (e.g., Anhalt & Rodríguez-Pérez, 2013;Civil & Hunter, 2015;Clarkson, 2009;Jorgensen, 2016;Salehmohamed & Rowland, 2014;Phakeng, Planas, Bose, & Njurai, 2018;Xenofontos, 2016) suggest a range of strategies including drawing on and encouraging students' home language and informal forms of talk to scaffold more formal mathematical discourse. In their study, within the developing world, Phakeng et al. also suggest the need for teachers to consider students who are multilingual. ...
This chapter provides a selective review of the research literature on mathematics teaching that attends to and addresses inequities in the learning opportunities offered to students. First, we trace and discuss the growing focus on educational equity in the teaching of mathematics. We then describe the challenges and possibilities for a few prominent equity-based approaches to mathematics teaching (e.g., culturally relevant mathematics teaching, teaching mathematics for social justice, and complex instruction). We also discuss the demands of these equity-based approaches on teachers' practices.
In this article, we present our study of teaching talk moves and translanguaging practices used to support the discussion of divisibility in a Catalan–Spanish–English trilingual classroom of a secondary school. We examined a sequence of eleven lessons with a focus on seven talk moves – Switching languages, Revoicing, Recapping, Adding on, Focusing, Funneling and Eliciting. Through this we were able to identify some teaching episodes in which the attention was given to discussing specific mathematical–linguistic challenges involved in the learning and understanding of divisibility content. We illustrate this finding using an episode around the least common multiple and how interconnected moves of Switching languages, Recapping, Eliciting, Funneling and Revoicing functioned to distinguish the mathematical meaning embedded in the lcm labelling, alongside the mathematical meaning intended for the individual word names, least, common and multiple, for the noun phrase and for the concept. We comment on more briefly a second episode around the parity concept for elaborating on the same finding. Our contribution adds to recent work on mathematical–linguistic challenges in the literature and does so with unique data from the under-researched context of the trilingual mathematics classroom.
Keywords: Teaching talk moves; trilingualism; translanguaging practices; school divisibility
The main objective of this essay was to conduct an exhaustive literature review of the pupil’s performance in linear programming. The study sample had 15 participants comprising 8 females and 7 males purposively sampled. The study concerning students’ lived experiences of their academic success in linear programming was conducted using a hermeneutics phenomenology design. The study was qualitative as the details were descriptive, led by the specified methodology, and used qualitative research methodologies and procedures. This is a result of its stringent compliance standards for a variety of processes, including sampling techniques and data analysis methodologies (Mulenga, 2015). The intent was to describe the pupil’s academic performance, explore pupils’ linear programming-related disablers, and explore techniques for enhancing pupils’ academic performance. The study was only carried out for six months. In light of this, it has been noted that the performance of pupils in linear programming is subpar as a result of a variety of complications, including lack of teaching and learning resources, incompetent teachers, pedagogy they use, pupils’ attitude, mathematical language, time and the usage of subpar textbooks, among others. As a result, the existing difficulties have even led to pupils’ low morale, which is prevalent worldwide, especially in developing nations. In order to address the issue of the topic being taught by incompetent teachers, it is advised that the government train and recruit qualified and competent mathematics teachers to teach the subject at senior secondary. Furthermore, additional time should be allotted to the challenging topics through collaboration between the MoGE and the Curriculum Development Centre (CDC). In order to support pedagogies among mathematics teachers, it is also advised that the MoGE strengthen Continuous Professional Development (CPD) initiatives in schools. Besides, the MoGE should receive more funding in order to purchase instructional materials for different schools across the nation. Teachers of mathematics are commended to use a variety of approaches, tactics, and strategies in order to enhance how they present the lesson they are teaching.
This study explored how cooperative learning could be used in the teaching and learning of Linear Programming (LP) for NCV multilingual FET students. A qualitative case study was used in an FET college where students and their lecturers learn mathematics in a language that is not their first, main or home language. The data analysed showed that students had low language proficiency in the Language of Learning and Teaching (LoLT). This then calls for lecturers to apply different language practices, such as code-switching and cooperative learning, to enable students to understand the language in which tasks are presented. It is from understanding a task that students can employ different solution strategies to solve the problems presented to them. The data further revealed that code-switching and cooperative learning were practised as a teaching strategy to ensure an understanding of LP concepts in the lecturer's classroom. Home language students were able to translate mathematical statements to symbolic form. Code-switching and discussions in their home languages further enabled them to understand the procedures and strategies of solving LP problems.
This chapter provides a commentary on multilingual mathematics classroom research over the last two decades in order to look toward the next decades with a focus on issues of policy and practice. I select some of the theoretical nuances and concerns that have shaped the domain with respect to the critical relationships between: (1) monolingually oriented educational policies and progress in multilingual mathematics classroom research; and between (2) this progress and its implications for mathematics teacher education policies and pedagogies. To this end, I undertake a threefold interpretation of progress in the research domain. I argue that three meta-theoretical concerns have challenged, not without frictions and back-and-forth fluctuations, monolingually oriented policies, practices, and theories. I start with domain research grounded on language as tool of communication and on codeswitching as encoder of accurate meaning in multilingual mathematics teaching and learning. I follow with research that interrogates the ideal of meaning accuracy, and then end with the most recent line of translingual domain research with implications for the broader field and the work of teacher educators and researchers.
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