Literaturnachweis - Detailanzeige
| Autor/in | Kasmer, Lisa |
|---|---|
| Titel | Pre-Service Teachers' Experiences Teaching Secondary Mathematics in English-Medium Schools in Tanzania |
| Quelle | In: Mathematics Education Research Journal, 25 (2013) 3, S.399-413 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1033-2170 |
| DOI | 10.1007/s13394-013-0078-3 |
| Schlagwörter | Preservice Teachers; Teaching Experience; Secondary School Mathematics; Student Teaching; English Language Learners; Instructional Innovation; Educational Strategies; Reflection; Performance Factors; Barriers; Code Switching (Language); Sentence Structure; Context Effect; Teaching Methods; Teaching Models; Instructional Effectiveness; Foreign Countries; Tanzania |
| Abstract | In order to promote mathematical understanding among English Language Learners (ELLs), it is necessary to modify instructional strategies to effectively communicate mathematical content. This paper discusses the instructional strategies used by four pre-service teachers to teach mathematics to secondary students in English-medium schools in Arusha, Tanzania as a result of the tensions they faced and reflections on their teaching. Strategies such as code switching, attending to sentence structure, non-linguistic representations, and placing the content within a familiar context proved to be beneficial strategies for conveying mathematical ideas. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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