The Language Dimension of Mathematical Difficulties

Prediger, Susanne; Erath, Kirstin; Opitz, Elisabeth Moser

doi:10.1007/978-3-319-97148-3_27

Cited by 21 publications

(5 citation statements)

References 52 publications

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“…A fundamental connection between Vygotsky's (1978) (Robertson & Graven 2020). According to Prediger et al (2019), intellectual resources, such as language or other physical resources, serve an important role in teaching and learning for both communicative and conceptual reasons. Within each strand, Vygotsky's theory of learning demonstrates 'the relevance of language in learning and cognitive development'.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Eleven Grade 1 teachers’ understandings of mathematical language in a South African context

2023

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Background: Fluency in mathematical language is essential for learning mathematics. Teachers must understand and use their diverse mathematical knowledge, including language and communication difficulties inherent to mathematics instruction. According to recent South African research, Grade 1 teachers are not equipped to utilise learners’ linguistic skills for efficient learning of mathematics.Objectives: This research investigates South African Grade 1 teachers’ mathematical language perceptions, experiences, and feelings. These Grade 1 teachers’ transcripts were analysed to discover their understanding of the language of mathematics.Method: Exploratory, descriptive, and contextual research designs were used in conjunction with an adapted interactive qualitative analysis technique. Focus group interviews, individual interviews, and lesson observations, together with a purposive sampling technique, were used to gather the data from both public and private primary schools.Results: The results showed that Grade 1 teachers view mathematics as a separate language with its own vocabulary and register. The findings highlighted the need to simplify the language of mathematics to enhance understanding.Conclusion: This research concluded that language is essential to mathematics learning and that mathematics has its own register, which is acquired like any other additional language. To help isiXhosa learners understand mathematics in English, scaffolding strategies must be aligned with their linguistic demands.Contribution: This article provides important recommendations for teachers who need to recognise the reality that English is the lingua franca and ensure isiXhosa home language-speaking learners receive the necessary support to acquire actual proficiency in the academic register of English for mathematical language learning.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Eleven Grade 1 teachers’ understandings of mathematical language in a South African context

2023

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“…Studies show that one of the reasons for this poor performance is Language of Learning and Teaching (Prediger, 2019;Prediger, Erath, & Moser Opitz, 2019;Robertson & Graven, 2020). Less than 5% of South Africans are English first language speakers and the rest of the population is notably heterogeneous.…”

Section: Context and Background Of The Studymentioning

confidence: 99%

“…In their study, Robertson and Graven (2020) noted that a prime cause for South African students' underachievement was that 'the pivotal role of language in education is neglected in curriculum and in teacher training programmes, resulting in limited language awareness, and consequently inadequate teaching methods that lead to language difficulties across all curriculum areas'. Edmonds-Wathen (2017) and Prediger et al (2019) remind us that language is a major learning medium used for communicative and epistemic purposes in mathematics classrooms', making it imperative that language 'become a learning goal also, in mathematics classrooms.…”

Section: Lack Of Conceptual Understandingmentioning

confidence: 99%

The Analysis of Grade 8 Fractions Errors Displayed by Learners Due to Deficient Mastery of Prerequisite Concepts

Makhubele¹

2021

INT ELECT J MATH ED

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This paper presents an analysis of fractions errors displayed by learners due to deficient mastery of prerequisite concepts. Fractions continue to pose a critical challenge for learners. Fractions can be a tricky concept for learners although they often use the concept of sharing in their daily lives. 30 purposefully sampled learners participated in this study. The research instrument consists of fractions test whose questions were selected from various Annual National Assessment examination papers containing in addition, subtraction multiplication and division of fractional operations. The different types of errors displayed by learners were then identified, coded and categorized. The analysis showed that the main sources for errors were lack of understanding of the basic concepts, learners' prior knowledge, misconceptions and misapplication of rules. This study recommends that teachers should help their learners to develop fractions conceptual understanding. Learners need to be explicitly taught that errors are opportunities for learning, and that they are springboard of inquiry.

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“…Language is an important component in the teaching and learning of mathematics, serving both communicative and cognitive functions (Prediger, Erath & Moser Opitz 2019). As a result, in South Africa's multilingual context, language is critical in teaching and learning, especially during early childhood development (Department of Basic Education South Africa 2010;Sosibo 2015).…”

Section: Introductionmentioning

confidence: 99%

Using visual representations to enhance isiXhosa home language learners’ mathematical understanding

Coetzer,

Livingston,

Barnard

2023

South African Journal of Childhood Education

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Background: Several isiXhosa home language (HL) learners are excluded from meaningful mathematics learning because they are taught in English. Not only do teachers lack epistemological and pedagogical confidence in using multiple languages when teaching mathematics, but there are no mathematical registers for African languages that allow for adequate mathematical teaching and learning. There is a scarcity of research on what constitutes effective mathematics instruction for isiXhosa HL learners in South African language of learning and teaching (LoLT) Grade 1 classrooms. Aim:The purpose of this study was to explore the experiences of Grade 1 teachers using visual representations to enhance isiXhosa HL learners' understanding of mathematics in the English-LoLT in Grade 1 classrooms.Setting: This study was conducted at four primary schools in the Western Cape's Metro East Education District.Methods: This study employs a qualitative research approach in conjunction with an adapted interactive qualitative analysis (IQA) systems method to collect in-depth data about current mathematics practices in English LoLT in Grade 1 classrooms. The data were analysed using John Stuart Mill's analytical comparison technique.Results: This study found that semiotics such as visual (and concrete) representations assist isiXhosa HL learners to grasp and understand mathematical concepts easily. Conclusion:This study emphasises the significance of using sufficient visual representation strategies to enhance isiXhosa HL learners' mathematical understanding in the English LoLT in Grade 1 classrooms. Contribution:The outcomes of this study can make a positive contribution to current mathematics practice in terms of supporting isiXhosa HL learners in English LoLT in Grade 1 classrooms.

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The Language Dimension of Mathematical Difficulties

Cited by 21 publications

References 52 publications

Eleven Grade 1 teachers’ understandings of mathematical language in a South African context

Eleven Grade 1 teachers’ understandings of mathematical language in a South African context

The Analysis of Grade 8 Fractions Errors Displayed by Learners Due to Deficient Mastery of Prerequisite Concepts

Using visual representations to enhance isiXhosa home language learners’ mathematical understanding

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