Abstract:
In this paper, I present the initial analysis of data collected on how
teachers in two basic schools in Cape Coast use language in teaching
mathematics to classes four and six pupils and why they use language the
way they do. I present an overview of initial findings from classroom
observations, semi formal interviews and stimulated recall interviews with
three teachers. The data revealed that English is the preferred choice of
language for classroom interaction despite pupils’ limited proficiency in
the language. This was largely due to teachers’ perception that English
was the language of mathematics and schooling in general.
