Lexical Ambiguity in Algebra, Method of Instruction as Determinant of Grade 9 Students’ Academic Performance in East London District

Abstract

In the domain of mathematics education there have been series of debates on lexical ambiguity in algebra especially (F (2,109) =.926; P< 0.05). Method of teaching is also said to be the determinant of students ' performance (r=0.764, P<0.05). Hence, there is need for teachers to update their knowledge about the problem solving skills that can be used as a remedy to mathematics phobia and ambiguities in algebra word problem; it should also be enshrined into the school curriculum.

The Language of “Rate of Change” in Mathematics

“…The literature review on the effects of language on the construction of concepts of Mathematical Analysis and especially rate of change implies that there are some difficulties related to language. The findings of the current study are in accordance with findings reported for other concepts of mathematics [ 18 , 19 , 20 ]. Terminology regarding rate of change has long sentences, ambiguities, terms used in everyday language, and terms used without definition or defined in different ways.…”

“…The completely or slightly different meaning of words in mathematics and everyday language or other disciplines has been subject of research and reflection in mathematics education [ 16 ]. There is some recent research on lexical ambiguity regarding mathematical terms in statistics [ 17 , 18 ] and algebra [ 19 , 20 ].…”

The Language of “Rate of Change”

“…There is some recent research on lexical ambiguity regarding mathematical terms in statistics [16. 17] and algebra [18,19].…”