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Dissertations / Theses on the topic 'Multilingual mathematics teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Samuelsson, Petronella. "Lärares arbete med flerspråkighet som resurs i matematikundervisningen." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31624.

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In recent years, schools have become increasingly multilingual, which must considered in mathematics teaching as the proportion of multilingual pupils is constantly increasing. Teachers ideas about teaching in multilingual mathematics classrooms, towards multilingual students and multilingualism are thus crucial to the students’ school achievements and identity information. Therefore, in-service teachers in compulsory school need to acknowledge multilingual pupils and language and cultural resources. Mathematics teaching needs to be adapted to a linguistic and cultural diversity in the classro

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2

Gaoshubelwe, Bafedile Sam. "Language practices in the teaching and learning of mathematics : a case study of three mathematics teachers in multilingual schools / Bafedile Sam Gaoshubelwe." Thesis, North-West University, 2011. http://hdl.handle.net/10394/4642.

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The achievement of learners in mathematics is unsatisfactory. There are a number of factors that contribute to this poor performance in the subject. One of these factors is the fact that many learners in South Africa learn mathematics through medium of English while it is not their main language. This research discusses the relationship between language, thought and social environment against background of the constructivist theory. Special attention is paid to mental connections and sociocultural theories that are important for the study. The significance of language in algebra learning and g

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Whale, Susan Gaye. "Using language as a resource: strategies to teach mathematics in multilingual classes." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/1669.

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South Africa is a complex multilingual country. In the majority of schools in the Eastern Cape, a province in South Africa, the teachers and learners share the same home language, isiXhosa, but teach and learn mathematics in English. The purpose of this study was to encourage teachers to use the home language as a resource to teach mathematics in multilingual classes. The study follows a mixed method design, using both qualitative and quantitative data. Qualitative data were collected from a survey and poetry, which teachers crafted, in which they highlighted their perceptions about language i

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4

Ferner, Bernd Richard. "Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1097.

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Children from many culturally diverse backgrounds do not achieve in mathematics at the same rates as their counterparts from the dominant White, European-American culture (Gay, 2010). This so-called achievement gap is an artifact of an educational system that continues to fail to provide equal learning opportunities to culturally diverse children (Ladson-Billings, 2006; Nieto & Bode, 2011). Teachers who employ culturally responsive teaching (Gay, 2010) may help to close this opportunity gap and hence, the achievement gap. This study investigated, "How do elementary teacher candidates perceive

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5

Pillai, Saloshni. "Teachers' and learners' experiences and perceptions concerning the use of English as a language of learning and teaching in bi/multilingual mathematical literarcy classrooms." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1021022.

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In South Africa, there is concern about the poor achievement by first additional language (FAL) English learners in mathematics, and this is a consequence not solely of the apartheid era but more appropriately, the existing current situation in the classroom. Since 2006, the Department of Basic Education in South Africa introduced mathematical literacy (ML) as another learning area for the Further Education and Training (FET) band. ML, as an alternative choice to mathematics, is envisaged as a key to the understanding of our everyday world filled with numbers. Mathematical literacy FAL English

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6

Franklin, Martha A. "Kindergarten Teachers' Perceptions of Barriers English Language Learners Face in Mathematics." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1047.

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There is a disparity of mathematics achievement between native English speakers and English language learners (ELL). This study sought to understand the barriers ELL kindergarten students faced in being successful in mathematics. The purpose of this qualitative, instrumental case study was to explore kindergarten teachers' perceptions regarding English language learner's access to the mathematics curriculum and instruction. The conceptual foundation for this study drew from social development theory, which contends social interaction using language is necessary for cognitive development such a

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7

Fawaz, Randa, and Emelie Levin. "Språk, matematik och andraspråkselever : språkliga faktorer som påverkar andraspråkselevers lärande i matematik." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-61553.

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Sverige är ett mångkulturellt samhälle med många flerspråkiga klassrum. Eleverna i dessa klassrum har olika förhållanden till och erfarenheter av det språk som undervisningen, inklusive matematikundervisningen, sker på. Syftet med denna systematiska litteraturstudie är att synliggöra och sammanställa tidigare forskningsresultat om huruvida språket påverkar andraspråkselevers lärande i matematik. Elever i grundskolan (6-16 år) är av intresse för denna studie. Frågan som undersöks är Vad säger forskning om språkets påverkan för andraspråkselevers lärande i matematik? I resultatet synliggörs även

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8

Lee, Kwang-Sug. "Concept attainment in mathematics within content-based instruction for secondary English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2858.

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The purpose of this project is to provide a useful model, the Concept Attainment Model in Mathematics, which implicates the concept attainment teaching method based on adjunct content-based instruction by using visuals and manipulatives in order to help ESL students be successful for both substantive content areas.

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9

Kane, Julie M. "Engaging Secondary Math Teachers in Breaking Down Barriers for English Learners." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/950.

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This study used mixed methods to examine middle school mathematics teachers’ beliefs about English Learners’ ability to participate in rigorous, grade-level math instruction as well as beliefs about their own capacity for teaching English Learners. Additionally, the study investigated the influence of teachers’ beliefs on their instructional practices and identified the types of support teachers need to develop as culturally and linguistically responsive educators. Findings revealed some dissonance between teachers’ explicit beliefs about teaching English Learners and their implicit beliefs il

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10

Ingram, Kenneth Phil. "The development of scientific concepts through literacy as a mediational tool." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1906.

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11

Schoettler, Sarah Danielle. "STEM Education in the Foreign Language Classroom with Special Attention to the L2 German Classroom." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2313.

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This thesis tackles the issues of foreign language education, with special attention to German as a foreign language, and STEM education in the K-12, and in some cases K-16, educational system. After exploring the societal and national need for improved STEM and foreign language education programs, this thesis suggests methods of integrating STEM education elements and principals in the foreign language classroom. These methods are provided in chapters about integrating state and national education standards in the STEM fields, core academic subject fields, and foreign language teaching, and f

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12

Walbridge, Michael Norman. "Primary language use in secondary content classes and academic achievement: A study of adolescent immigrant math students." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/826.

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13

Andreano, Patricia Diane. "A model for instructional integration for science and English-language development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2908.

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This project recommends a professional development model for the integration of language arts and science skills to improve the literacy and scientific proficiency of elementary students, specifically English language learners. The goal is to prepare students to score well on the fluency aspects of the advanced levels of the California English Language Development Test (CELDT).

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14

Song, Timothy. "Putting Educational Reform Into Practice: The Impact of the No Child Left Behind Act On Students, Teachers, and Schools." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2187.

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This thesis seeks to investigate the effects of the No Child Left Behind Act (NCLB) on U.S. student achievement and teacher effectiveness. By combining the results from various data sources, I am able to indicate the levels of student preparedness, school spending, and specific classroom practices. After an analysis of my results, I suggest that NCLB has found moderate success in increasing the level of math preparedness for younger students from historically disadvantaged backgrounds. On the other hand, the data also suggests that there have been no statistically significant gains in reading

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15

Mandel, Peggy Lee. "The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1006.

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Changing demographics impact our schools as children come from more linguistically and culturally diverse backgrounds. The various social, cultural, and economic backgrounds of the students affect their early language learning experiences which expose them to the academic language needed to succeed in school. Teachers can help students acquire academic language by introducing words that are within their Zone of Proximal Development and increasing exposure to and use of academic language. This study investigated the effects of increasing structured activities for students to orally interact wit

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16

Casteloes, Sylvia. "GRAPHIC MATHEMATICAL MEDIATED STRUCTURE: THE LINK FOR HISPANIC/LATINO AND ENGLISH LEARNERS' MATHEMATICAL SUCCESS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/760.

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This project’s goal is to promote and improve the mathematical literacy of fourth-grade Hispanic/Latino and English learners through the use of a graphic mathematical mediated structure. Current California Common Core data finds fourth-grade Hispanic/Latino and English learners significantly behind White and Asian students in mathematics, especially in understanding written word problems. Research supports the assumption that as a tool, a graphic mathematical mediated structure could: 1) foster conceptual understanding; 2) build content terminology; 3) allow students opportunities to justify t

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17

Mpalami, Nkosinathi. "Teaching and learning linear programming in a Grade 11 multilingual mathematics class." Thesis, 2008. http://hdl.handle.net/10539/4959.

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This report presents a qualitative case study, which explored how a Grade 11 mathematics teacher in a multilingual classroom used the learners’ home languages in order to support their understanding of concepts in Linear Programming. The study involved one teacher together with his Grade 11 learners and was carried out in a township school located in the Eastrand, Johannesburg. Data was collected through lesson observations of five consecutive lessons and a reflective interview with the teacher. The situated-sociocultural perspectives guided the study. The analysis shows that the teach

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18

Adler, Jillian Beryl. "Secondary school teachers' knowledge of the dynamics of teaching and learning mathematics in multilingual classrooms." Thesis, 2016. http://hdl.handle.net/10539/20918.

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This is a study of secondary mathematics teachers' knowledge of the dynamics of learning and teaching mathematics in multilingual classrooms in South Africa. It probes teachers' articulated and tacit knowledge through a qualitative methodology that includes In-depth interviews, classroom observations, and reflective workshops. The sample is purposive and theoretical, comprising SIX teachers drawn from three different multilingual school contexts. Categories of description and analytic narrative vignettes enable a qualitative, layered analysis of what the teachers said and how they acte

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19

Nkambule, Thulisile. "Teaching and learning linear programming in a grade ii multilingual mathematics class of English language learners: exploring the deliberate use of learners home language." Thesis, 2009. http://hdl.handle.net/10539/7080.

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This study investigated the deliberate use of learners‟ home languages in the teaching and learning of linear programming. The study involved a Grade 11 teacher and his Grade 11 multilingual learners in a township school in the East Rand. Data was collected through lesson observations for five consecutive days, reflective interview with teacher and clinical interview with two learners. Analysis of data revealed that the teacher used learners‟ home languages to probe learners‟ understanding of specific terms frequently used in linear programming concepts, for example terms such as, „at least‟ a

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20

Njurai, Evelyn Wanjiru. "Language practices of trilingual undergraduate students engaging with mathematics in Kenya." Thesis, 2015. http://hdl.handle.net/10500/20134.

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This study explored language practices of trilingual undergraduate students of mathematics as they made sense of an algebraic task. Specifically, the study set out to explore whether, how and why trilingual undergraduate students used language(s) to make sense of mathematics. In this study a trilingual speaker is viewed as an individual proficient in three languages and whose proficiency in the languages is not necessarily equal. The speaker uses the three languages either separately or by switching between any two in ways that are determined by his/her communication needs. Exploring language

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21

Chitera, Nancy. "Discourse practices of mathematics teacher educators in initial teacher training colleges in Malawi." Thesis, 2010. http://hdl.handle.net/10539/7574.

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This is a qualitative research that draws on Fairclough’s Critical Discourse Analysis methodology to analyze the discourse practices of the mathematics teacher educators in initial teacher training colleges in Malawi. The study involved four mathematics teacher educators in two teacher training colleges located in two different regions of Malawi. Specifically the study explored the following questions: 1) What are the discourse practices that mathematics teacher educators display in their descriptions of multilingual mathematics classrooms? 2) a) What are the discourse practices that ma

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22

Takeuchi, Miwa. "Pedagogical Orientations towards the Integration of Language and Content: English Language Learners’ Opportunities to Learn in Mathematics Classrooms." Thesis, 2012. http://hdl.handle.net/1807/32821.

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Achieving equitable opportunities to learn has been recognized as an important issue in multilingual content classrooms. However, partially because mathematics is conceptualized as a language-free subject, there is limited research examining linguistic minority students’ opportunities to learn in mathematics classrooms. The purpose of this research is to identify linguistic minority students’ opportunities to learn in mathematics classrooms in a Canadian multilingual urban elementary school, where English was the main instructional language. Drawing on cultural historical activity the

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23

Nyandoro, Kingston. "Language as a factor influencing teaching and learning mathematical literacy at grade 12 in Moloto circuit of Limpopo Province." Diss., 2019. http://hdl.handle.net/10500/26496.

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The study was carried out to: (1) determine the relationship between English and mathematical literacy scores at Grade 12 in Moloto Circuit, (2) understand and describe the learning difficulties experienced by learners when English language was used as a medium of instruction, and (3) suggest guidelines that could be used in teaching mathematical literacy. Regression and correlation analyses were carried out to determine the functional and strength of relationship between English language and mathematical literacy in the ten schools of Moloto Circuit. The views of the learners on the use

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24

Sibanda, Mlungisi. "Exploring a teacher's selection and use of examples in Grade 11 probability multilingual classroom." Thesis, 2016. http://hdl.handle.net/10539/19344.

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A research report submitted to the WITS SCHOOL OF EDUCATION, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Science (Science Education). Johannesburg 2015<br>Using qualitative methods, this study reports on the selection and use examples in Probability by a teacher in a multilingual mathematics classroom where learners learn in a language which is not their first or home language. The study involved one teacher together with his Grade 11 multilingual class in a township school in Ekurhuleni South Johannesburg. Data was col

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