Attributes of Mathematics Enculturation: Sarah's Experiences in the Mathematics Classroom

Autor/inn/en	Muthelo, Dimakatjo; Chigonga, Benard
Titel	Attributes of Mathematics Enculturation: Sarah's Experiences in the Mathematics Classroom
Quelle	In: Pedagogical Research, 3 (2018) 1, Artikel 5 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-4929
Schlagwörter	Teaching Methods; Mathematics Instruction; Foreign Countries; Grade 5; Elementary School Students; Qualitative Research; Oral Language; Feedback (Response); Case Studies; Critical Incidents Method; Diaries; Observation; Cooperative Learning; Video Technology; Constructivism (Learning); Teacher Student Relationship; African Languages; South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Qualitative Forschung; Oral interpretation; Mündlicher Sprachgebrauch; Case study; Fallstudie; Case Study; Diary; Tagebuch; Beobachtung; Kooperatives Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The paper presents a case study of the mathematics enculturation of a Grade 5 learner, (Sarah), at a school in Limpopo Province of South Africa. The case study sought to explore the attributes of mathematics enculturation in social interaction as a process of learning. A qualitative approach was adopted in collecting and analysing data. Data were constructed by capturing critical incidents and keeping a chronological account in a researcher journal of the discussion observed in Sarah's group during lessons. Qualitative data from Sarah's group, working together on activities, reveal the following constructs as key to understanding mathematics enculturation in the classroom: language, shaping of learners' ideas, and negotiation of meaning. The implication is that oral communication, which includes feedback, plays a major role in making social encounters into learning events that facilitate sense-making and understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01