Practices in teaching and learning mathematics using chinyanja in a multilingual class: a case of selected primary schools in Lusaka district, Zambia.
| dc.contributor.author | Mambwe, Bareford | |
| dc.date.accessioned | 2023-11-30T14:40:23Z | |
| dc.date.available | 2023-11-30T14:40:23Z | |
| dc.date.issued | 2019 | |
| dc.description | Thesis | en |
| dc.description.abstract | The background of this study was anchored on the introduction of the use of local languages as a medium of instruction in primary schools from grade one to four by the Ministry of Education (2013). The study focused on practices in teaching and learning mathematics in multilingual class. The objectives of the study were: to examine the teachers’ discourse practices as they teach mathematics in a multilingual classroom using Chinyanja; to describe learners’ practices as they learn mathematics in a Chinyanja in a multilingual classroom; to establish mathematics teachers’ views on the new language policy direction in Zambia. This research was underpinned by Socio-cultural theory, that consciousness forms in and through socially mediated activity, with language as a key mediational mean. The research was carried out in two primary schools in Lusaka district. The target population comprised of primary school teachers and pupils in grade 4. The study was qualitative in nature and in achieving this task the study employed a descriptive survey research design. Data were collected through lessons observations, semi-structured interviews and focus group discussions. The sample comprised of 24 participants whose mother- tongue was not the language of instruction. Purposive sampling procedure was used to select 20 pupils and four teachers whose mother tongue was not the language of instruction. Thematic analysis was used to analyse qualitative data. The study established Code-switching, translating, use of gestures and visual aids as among some of the practices teachers used in the teaching of mathematics. It seems, therefore, that for teachers to facilitate learners’ access to mathematics and communicating mathematics in a multilingual classroom, teachers relied mainly on code switching and translation as a practice. Also what was noted was that teachers utilized the board more and dominated the classroom activities through talk and board use. The study also established that chanting and chorusing, learner demonstration on the board during lesson, asking peers for clarification and less talk were among the most prominent practices learners engaged in during learning mathematics. It was established that learners were engaging in these practices due to teachers’ style of teaching which promoted these attributes. The study further established that teachers’ views on the new language policy direction were divided in as far as the use of local language in a multilingual context was concerned. However, what was coming out clearly was the need to respond to multilingual realities. Therefore, the study recommends for teacher training institutions to consider how they can adapt teacher education programmes to support the use of flexible multilingual approaches in classrooms. Keywords: language use, multilingualism, mathematical concepts. | en |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/8259 | |
| dc.language.iso | en | en |
| dc.publisher | The University of Zambia | en |
| dc.subject | Multilingualism--Teaching aid--Mathematics | en |
| dc.subject | Pedagogical practices--Teaching--Zambia | en |
| dc.title | Practices in teaching and learning mathematics using chinyanja in a multilingual class: a case of selected primary schools in Lusaka district, Zambia. | |
| dc.type | Thesis | en |