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dc.contributor.authorKasule, D.
dc.contributor.authorMapolelo, D.
dc.date.accessioned2011-02-08T09:20:00Z
dc.date.available2011-02-08T09:20:00Z
dc.date.issued2005-11
dc.identifier.citationKasule, D. & Mapolelo, D.C. (2005) Teachers’ strategies of teaching primary school mathematics in a second language: a case of Botswana, International Journal of Educational Development. Vol. 25, No. 6, pp. 602-617en_US
dc.identifier.issn0738-0593
dc.identifier.urihttp://hdl.handle.net/10311/661
dc.description.abstractThis paper reports the results of a study of primary school mathematics teaching in northern Botswana in order to highlight the strategies teachers use in bi/multilingual classrooms. Questionnaire and interview data collection procedures were used. The findings, which are based on responses of randomly selected primary school teachers, confirmed that monolingual classes were fewer than bilingual and multilingual classes in those parts of Botswana. Furthermore, syllabus analysis confirmed the abstract nature of mathematical concepts. Teachers report to have devised strategies to overcome the difficulties imposed by this classroom situationen_US
dc.language.isoenen_US
dc.publisherElsevier, http://www.elsevier.com/wps/find/homepage.cws_homeen_US
dc.subjectHome languageen_US
dc.subjectSecond languageen_US
dc.subjectSchool languageen_US
dc.subjectMain languageen_US
dc.subjectTeacher effectivenessen_US
dc.subjectbilingual classroomsen_US
dc.subjectmultilingual classroomsen_US
dc.subjectCode-switchingen_US
dc.titleTeachers’ strategies of teaching primary school mathematics in a second language: a case of Botswanaen_US
dc.typePublished Articleen_US
dc.linkhttp://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-4H0BSX3-1&_user=778200&_coverDate=11%2F30%2F2005&_rdoc=1&_fmt=high&_orig=search&_origin=search&_sort=d&_docanchor=&view=c&_searchStrId=1494877603&_rerunOrigin=google&_acct=C000043160&_version=1&_urlVersion=0&_userid=778200&md5=b77758d2642faed62890e58dd6684009&searchtype=aen_US


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