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dc.contributor.author Kasule, D.
dc.contributor.author Mapolelo, D.
dc.date.accessioned 2011-02-08T09:20:00Z
dc.date.available 2011-02-08T09:20:00Z
dc.date.issued 2005-11
dc.identifier.citation Kasule, 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. 602-617 en_US
dc.identifier.issn 0738-0593
dc.identifier.uri http://hdl.handle.net/10311/661
dc.description.abstract This 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 situation en_US
dc.language.iso en en_US
dc.publisher Elsevier, http://www.elsevier.com/wps/find/homepage.cws_home en_US
dc.subject Home language en_US
dc.subject Second language en_US
dc.subject School language en_US
dc.subject Main language en_US
dc.subject Teacher effectiveness en_US
dc.subject bilingual classrooms en_US
dc.subject multilingual classrooms en_US
dc.subject Code-switching en_US
dc.title Teachers’ strategies of teaching primary school mathematics in a second language: a case of Botswana en_US
dc.type Published Article en_US
dc.link http://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=a en_US


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