Contributed Paper C293
Peer teaching in a first year undergraduate class: indigenous language mediating the learning experience.
AuthorsThina Zukiswa Maqubela (South Africa)
Amanda Hlengwa (South Africa)
PresenterThina Zukiswa Maqubela (South Africa)
The biggest challenge with large and diverse classes is that educators spend a lot of time consulting with students outside class time. In this paper, we will report on the experience of students being knowledge drivers, using both English and isiXhosa to demystifying complex statistical concepts. The paper begins by outlying the South African student body in relation to statistics education in the country. We then highlight how a concept video project promoted collaborative learning among students as well as the importance of multilingualism. We then focus on the insights that the project provides educators on student conceptual understanding, thinking and reasoning.