Abstrakt
V článku jsou představeny výzvy, kterým musíme čelit, když sbíráme data o matematických schopnostech mladších žáků s nízkou úrovní gramotnosti a zběhlosti v jazyce, v němž probíhá vyučování, formou písemných odpovědí na ústně zadávané dotazníky. Data byla získána od 1 208 žáků třetích a čtvrtých ročníků z dvanácti škol na východě Jihoafrické republiky. Na jejich základě je zkoumáno, co je možné z žákovských odpovědí odhalit, a jsou otevírány otázky, které jsou zajímavé ve vztahu k těm schopnostem žáků, které z dotazníků nejsou přímo patrné. Rozdíly v úrovni gramotnosti žáků a jejich zběhlosti ve vyučovacím jazyku ovlivňují jejich odpovědi a znesnadňují rozhodování, zda rozdíly mezi školami jsou výsledkem různých matematických schopností nebo spíše důsledkem rozdílů v gramotnosti a úrovni vyjadřování. Diskuse se zaměřuje na to, co lze odvodit ze získaných dat, a současně jsou zkoumány výzvy, které přináší nutnost získat množství dat od velkého počtu žáků s nízkou úrovní vyjadřování a gramotnosti.Reference
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