Language supportive teaching and textbooks (LSTT) for bilingual classrooms mathematics teaching and learning in Tanzania
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Date
2017
Authors
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Journal ISSN
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Publisher
University of Guelph
Abstract
The aim of this study was to assess the impact on teaching and learning using the LSTT (Language Supportive Teaching and Textbooks) project’s bilingual Mathematics textbook chapters among Form One students in selected rural community secondary schools in Tanzania. LSTT project was introduced in Tanzania in 2013 to enhance language supportive teaching among the disadvantaged rural groups identified as less competent in foreign languages. The study employed both quantitative and qualitative approaches in data collection and analysis. It employed a bilingual approach whereby Kiswahili was used as a resource in learning mathematical concepts in English language. Its major findings indicated that the students’ post-test performance in Mathematics was higher in Dodoma and Lindi Regions compared to their pre-test performance. The study concluded that having been oriented through LSTT textbook, the students were likely to start doing the exercises in the textbook without the facilitator’s or researcher’s support. Evidently, most of the students gained confidence and interest in Mathematics, having used the user friendly LSTT material.
Description
Full-text article. Also available at https://doi.org/10.21083/ajote.v6i0.3946
Keywords
Language Supportive Teaching and Textbooks, LSTT, Bilingual, Rural community, Mathematics, Foreign languages, Secondary schools, Kiswahili language, English language
Citation
William, F., & Ndabakurane, J. (2017). Language supportive teaching and textbooks (LSTT) for bilingual classrooms mathematics teaching and learning in Tanzania. African Journal of Teacher Education, (6)1: 96-118.