This study was carried out at a South African university. The aim of the study was to test entrylevel students' fractions skills in order to facilitate teaching at appropriate levels. The sample consisted of 94 first-year entry level students (54 mainstream and 40 extended stream) who were enrolled for national diplomas in science and engineering, out of a population of 120 students. The instrument had 20 items, including three multiple choice questions (MCQs). The data were analyzed using Microsoft Excel 2013. The main finding was that entry-level students enrolled for engineering and science diplomas performed poorly in a test of numeracy skills. The average score (47.8%) was regarded as a cause for concern, especially considering that the test was pitched at Grade 8 level. The study also found that students struggled to apply proportional reasoning when dealing with word problems. Mathematics teachers and lecturers need to be aware of students' difficulties and ought to attempt to assist them to overcome such challenges. It is hoped that this paper will be useful to mathematics curriculum implementers at school level, subject advisors at the district level, pre-service teacher educators at Teachers' colleges and universities, and university lecturers teaching mathematics at first year level.

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This paper evolved from a larger study and aimed to test the fractions skills of entry-level students at a South African comprehensive university. The focus in the paper is on the language of learning and teaching as one of the causes for difficulties in learning fractions for entry level science and engineering students. The sample consisted of 94 entry level students out of a population of 120, who enrolled for national diplomas in science and engineering. The survey instrument consisted of 20 items and the data were analyzed using Microsoft Excel 2013. The main findings were that entry-level students enrolled for engineering and science diploma courses struggled to apply fraction arithmetic and that the problems associated with the language of learning and teaching (LoLT) caused difficulties. This study provided important information to schooland university-level mathematics educators by confirming that language difficulties can negatively impact upon the success in learning fractions.