Exploring How a Grade 7 Teacher Promotes Mathematical Reasoning in a Multilingual Mathematics Class of English Second Language Learners

Chapter
Part of the ICME-13 Monographs book series (ICME13Mo)

Abstract

This qualitative study was conducted in a school in an informal settlement West of Johannesburg. The study explored how a grade 7 teacher promoted mathematical reasoning in a multilingual mathematics class of English second language learners. The focus of the research was on how a Grade 7 mathematics teacher interacted with the learners to encourage mathematical reasoning. The study was informed by a theory of learning which emphasises the importance of social interaction in the classroom where the teacher encourages learners to interact with each other to explain their thinking and to justify their answers. The analysis shows that the teacher focused on developing the learners’ procedural fluency and that this focus on procedural fluency was accompanied by the dominant use of English by the learners.

Keywords

Mathematical reasoning Multilingual Second language Interaction Cognitive 

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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Gauteng Department of EducationJohannesburgSouth Africa

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