Teacher code switching consistency and precision in a multilingual mathematics classroom:
- Chikiwa, Clemence, Schäfer, Marc
- Authors: Chikiwa, Clemence , Schäfer, Marc
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141087 , vital:37943 , https://doi.org/10.1080/18117295.2016.1228823
- Description: This paper reports on a study that investigated teacher code switching consistency and precision in multilingual secondary school mathematics classrooms in South Africa. Data was obtained through interviewing and observing five lessons of each of three mathematics teachers purposively selected from three township schools in the Eastern Cape Province. Elements of Gumperz and Mercer’s work on lesson categories and Dowling’s Domains of Mathematical Practice were used to analyse data. Results showed that code switching frequency in general was inconsistent across different lessons for the same teacher.
- Full Text:
- Date Issued: 2016
- Authors: Chikiwa, Clemence , Schäfer, Marc
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141087 , vital:37943 , https://doi.org/10.1080/18117295.2016.1228823
- Description: This paper reports on a study that investigated teacher code switching consistency and precision in multilingual secondary school mathematics classrooms in South Africa. Data was obtained through interviewing and observing five lessons of each of three mathematics teachers purposively selected from three township schools in the Eastern Cape Province. Elements of Gumperz and Mercer’s work on lesson categories and Dowling’s Domains of Mathematical Practice were used to analyse data. Results showed that code switching frequency in general was inconsistent across different lessons for the same teacher.
- Full Text:
- Date Issued: 2016
Enactivism as a powerful theoretical framework for research and tool to reflect on my own role as a supervisor:
- Authors: Schäfer, Marc
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141102 , vital:37944 , DOI: 10.1080/18117295.2016.1243938
- Description: Enactivism, as an interesting and useful theoretical underpinning is gaining traction in Mathematics Education research. It forms the central theme of this paper whose aim is two-fold: first to describe and engage with how elements of enactivism informed a PhD study, both on a theoretical and analytical level, and second to reflect on the enacted role of the supervisor of this study. Despite the inevitable embodied relationship between the supervisor and the supervised PhD project, it is not often written about. This paper thus attempts to address this. The PhD study in question used constructs of enactivism such as autonomy, sense-making, emergence, embodiment and experience to design a pre-service mathematics education programme and then explored the growth of student teachers’ mathematical identity and disposition in their development of becoming mathematics teachers. The PhD supervision process was framed by the enactivist notion that learning and the construction of meaning and knowledge is co-created by the lecturer, the student and the particular context.
- Full Text:
- Date Issued: 2016
- Authors: Schäfer, Marc
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141102 , vital:37944 , DOI: 10.1080/18117295.2016.1243938
- Description: Enactivism, as an interesting and useful theoretical underpinning is gaining traction in Mathematics Education research. It forms the central theme of this paper whose aim is two-fold: first to describe and engage with how elements of enactivism informed a PhD study, both on a theoretical and analytical level, and second to reflect on the enacted role of the supervisor of this study. Despite the inevitable embodied relationship between the supervisor and the supervised PhD project, it is not often written about. This paper thus attempts to address this. The PhD study in question used constructs of enactivism such as autonomy, sense-making, emergence, embodiment and experience to design a pre-service mathematics education programme and then explored the growth of student teachers’ mathematical identity and disposition in their development of becoming mathematics teachers. The PhD supervision process was framed by the enactivist notion that learning and the construction of meaning and knowledge is co-created by the lecturer, the student and the particular context.
- Full Text:
- Date Issued: 2016
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