摘要: This article explores the complex relationship between language and mathematics education in multilingual settings by presenting an analysis of one lesson from a primary classroom South Africa taught appropriately qualified experienced teacher. English emerged as dominant this classroom, dominance was accompanied procedural discourse. The learners' home functioned mainly solidarity, whereas mathematics, authority, assessment. argues for need to recognize acknowledge political role when conducting research into classrooms. draws implications making critical, influential decisions about curriculum, assessment, teacher education.
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