Attributes of Mathematics Enculturation: Sarah’s Experiences in the Mathematics Classroom
Dimakatjo Muthelo 1 * , Benard Chigonga 1
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1 University of Limpopo, Polokwane, SOUTH AFRICA* Corresponding Author

Abstract

The paper presents a case study of the mathematics enculturation of a Grade 5 learner, (Sarah), at a school in Limpopo Province of South Africa. The case study sought to explore the attributes of mathematics enculturation in social interaction as a process of learning. A qualitative approach was adopted in collecting and analysing data. Data were constructed by capturing critical incidents and keeping a chronological account in a researcher journal of the discussion observed in Sarah’s group during lessons. Qualitative data from Sarah’s group, working together on activities, reveal the following constructs as key to understanding mathematics enculturation in the classroom: language, shaping of learners’ ideas, and negotiation of meaning. The implication is that oral communication, which includes feedback, plays a major role in making social encounters into learning events that facilitate sense-making and understanding.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, 2018, Volume 3, Issue 1, Article No: 05

https://doi.org/10.20897/pr/87019

Publication date: 01 May 2018

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Article Downloads: 1645

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