The effect of code switching on mathematical communication in Lebanese elementary classrooms (Record no. 20509)

MARC details
000 -LEADER
fixed length control field 02801nam a2200193Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Tayara, Layal Mohammad
Miscellaneous information Master
245 14 - TITLE STATEMENT
Title The effect of code switching on mathematical communication in Lebanese elementary classrooms
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut - Faculty of Arts and Sciences - Department of Education
Date of publication, distribution, etc. 2005
300 ## - PHYSICAL DESCRIPTION
Extent 202 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Code switching from English to Arabic was studied via videotapes of Lebanese elementary mathematics classrooms to discover the effect of code switching on mathematical communication. Eight videotapes were selected. Four out of the eigh t had English as the language of instruction, while the other four used Classical Arab ic. Of the sets of four tapes, two were of high mathematical level and the other two of low mathematical level. All videotapes were transcribed and then coded through a cod ing instrument designed specifically for the present study. For each tape four main issues were coded. These were: type of activity, type of utterances, type of switches a nd reasons for switching. Results showed that the type of code switch utterance most used by teachers was a mixture of both native and foreign language, while students? utterances we re solely in the native language. As for the types of switches, results showed that both teachers and students preferred using the continuation of utterance type rather than translation or reformulation. In the few places where translations and reformula tions were identified, only teachers used them. Finally, results pertaining to reasons for switching showed that code switching was used either to give orders for classroo m management or to give further explanations and justifications. Inferences from the results listed above were on two main issues. Firstly translations and reformulations were used with specific reasons and for particul ar purposes. Secondly code switching, if taught to be used consciously and purposel y, can effect mathematical communication in a positive way and lead to an engagement in a higher level of mathematical communication that might, in turn, increase mathema tical knowledge.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle primaire L’enseignement du Maths
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Elementary Education Math education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الابتدائية تعليم الرياضيات طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/201%2C316%2C316%2CB/frameset&FF=X%28education+and+depa">http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/201%2C316%2C316%2CB/frameset&FF=X%28education+and+depa</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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