000			02801nam a2200193Ia 4500
008			180910s9999 xx 000 0 und d
100	1		_aTayara, Layal Mohammad _gMaster
245	1	4	_aThe effect of code switching on mathematical communication in Lebanese elementary classrooms
260			_aBeirut _bAmerican University of Beirut - Faculty of Arts and Sciences - Department of Education _c2005
300			_a202 pages
500			_aالنوع : Mémoire
520	3		_aCode 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	_aCycle primaire L’enseignement du Maths
650		4	_aElementary Education Math education Teaching Methods
650		4	_aMéthodes d’enseignement
650		4	_aالمرحلة الابتدائية تعليم الرياضيات طرق التعليم
856			_uhttp://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
942			_cLAESDATA
999			_c20509 _d20509