Teachers’ use of language in teaching mathematics in Basic Schools in Cape Coast, Ghana

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.