The place of language in supporting children’s mathematical development: two Grade 4 teachers’ use of classroom talk
Measures of mathematics achievement (documented locally, and in internationally comparative terms) have shown that South African learners whose first language (L1) is different from their language of learning and teaching (LoLT) are at a significant disadvantage, most particularly learners from vuln...
| Main Author: | |
|---|---|
| Format: | Others |
| Language: | English |
| Published: |
Rhodes University
2018
|
| Online Access: | http://hdl.handle.net/10962/62072 |