Access to mathematics through a primary language : implications for curriculum policy and classroom practice

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dc.contributor.advisor Dr. Kakoma Luneta en_US
dc.contributor.author Nkosi, Elijah Raymond
dc.date.accessioned 2012-06-06T07:46:30Z
dc.date.available 2012-06-06T07:46:30Z
dc.date.issued 2012-06-06
dc.date.submitted 2012-03-13
dc.identifier.uri http://hdl.handle.net/10210/4939
dc.description M.Ed. en_US
dc.description.abstract The report presents an account of how learners and teachers use siSwati as their home language to improve access to mathematics in bilingual classrooms where the language of learning and teaching is not the home language of the learners and teachers. The practices on two grade 6 teachers in two different schools in Mpumalanga Province, where the home language of both the learners and the teachers is siSwati were studied. The study revealed that while teachers succeeded in translating their non-mathematical discourses in English into siSwati they struggled to effectively translate their mathematical discourses in English into siSwati. Where they managed to translate their mathematical discourse in English into siSwati, access to mathematics improved. en_US
dc.language.iso en en_US
dc.subject Mathematics teaching en_US
dc.subject Instruction in home language en_US
dc.subject Swazi language en_US
dc.subject SiSwati language en_US
dc.subject Bilingual education en_US
dc.title Access to mathematics through a primary language : implications for curriculum policy and classroom practice en_US
dc.type Mini-Dissertation en_US

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