A Participatory-Inquiry Approach and the Mediation of Mathematical Knowledge in a Multilingual Classroom.

Adler, Jill

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Peer reviewed

ERIC Number: EJ554567

Record Type: Journal

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0013-1954

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A Participatory-Inquiry Approach and the Mediation of Mathematical Knowledge in a Multilingual Classroom.

Adler, Jill

Educational Studies in Mathematics, v33 n3 p235-58 Sep 1997

Describes and analyzes a short teaching episode in a multilingual secondary mathematics classroom in South Africa where the teacher uses a participatory-inquiry approach. Argues that such an approach to teaching and learning mathematics creates dilemmas of mediation for teachers. (AIM)

Descriptors: Foreign Countries, Inquiry, Learning Strategies, Mathematics Instruction, Participatory Research, Secondary Education, Student Role, Teacher Response, Teacher Role, Teacher Student Relationship, Teaching Styles

Publication Type: Journal Articles; Reports - Descriptive

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: South Africa

Grant or Contract Numbers: N/A

Author Affiliations: N/A