The Role of Language in the Teaching and Learning of Early Grade Mathematics: An 11-year Account of Research in Kenya, Malawi and South Africa

Essien, Anthony A.

doi:10.1080/18117295.2018.1434453

Cited by 39 publications

(33 citation statements)

References 28 publications

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“…3. They start their schooling in L1 and then move to a dominant (often, former colonial) language in their fourth year of schooling (see, for example, Essien, 2018). This 'early exit' model' Bshows an inherent design flaw^; namely, Bit is almost impossible for learners to learn enough of the second language in three years to switch to a second-language medium of instruction in grade 4^ (Heugh, 2005, pp.…”

Section: Models For Bilingual Educationmentioning

confidence: 99%

Exploratory mathematics talk in a second language: a sociolinguistic perspective

Robertson

Graven

2018

Educ Stud Math

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This paper illuminates challenges confronting teachers and students at the literacy/numeracy interface in contexts where students have not developed sufficient English language proficiency to be learning mathematics through English but, due to socio-politically and economically driven perceptions are being taught in English. We analyse transcript data of classroom talk in a South African grade 4 mathematics lesson on fractions. Together with interview data, the lesson data highlight some of the consequences students’ diminished access to their home language appear to have on their access to mathematical meaning-making.

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Section: Models For Bilingual Educationmentioning

confidence: 99%

Exploratory mathematics talk in a second language: a sociolinguistic perspective

Robertson

Graven

2018

Educ Stud Math

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“…Interestingly, some learners feel that it is easier to understand mathematics when taught through their home language (Van Laren & Goba 2013). Essien (2018) observed that various mathematics education researches on the role of language point to the intricate link between language competence and mathematics performance. Learners whose first language is the same as the language of instruction are familiar with the linguistic structure they encounter in mathematics instructions (Barwell 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

The impact of different approaches to the teaching of Grade 5 fraction by three experienced teachers

Ubah

2021

South African Journal of Childhood Education

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Background: Many teachers for different reasons recognise the teaching of fraction as a challenge. This research explored the teaching of fraction in Grade 5 by three experienced teachers (Ben, Greg and Will) in KwaZulu-Natal province, South Africa.Aim: The purpose of this study was to investigate the impact of different approaches to the teaching of Grade 5 fraction by three experienced teachers.Method: Three teachers and 177 learners were purposively sampled for this study. Classroom observations, interview and fraction achievement test (FAT) were instruments used for data collection. Hence, this study employed a mixed method, where both quantitative and qualitative data sets were collected at the same time, and the data were analysed at the same time in order to discuss the findings.Results: The quantitative data were analysed using descriptive statistics and analysis of covariance (ANCOVA), whilst the qualitative data were analysed in themes. The results showed that learners of teacher Ben performed significantly better than those of teachers Will and Greg. The findings revealed that a combination of good practices and appropriate use of multiple representations by teacher Ben improved his learners’ achievement in addition of fraction more than other learners taught by the other two teachers.Conclusion: The study recommends that mathematics teachers should endeavour to facilitate learners’ conceptual knowledge of fraction by using appropriate teaching approach in their instruction, namely, learner-centred approach, activity-based learning, use of mother tongue for clarity and use of multiple representations. This recommendation will improve learners’ knowledge and conceptual understanding of fraction and algebra in its entity.

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“…The African context consists of several norms and values which bond African people (Essien 2018;Sesanti 2016). Furthermore, Africa has different modes of philosophy, which have been forever marked by the colonial experience and can be divided into precolonial and postcolonial expressions (Horsthemke 2017;Kanwar 2019).…”

Section: The African Contextmentioning

confidence: 99%

The promotion of selfdirected learning through the African philosophy of Ubuntu

Toit-Brits¹,

Blignaut²,

Mzuza³

2021

NWU Self-Directed Learning Series

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The Role of Language in the Teaching and Learning of Early Grade Mathematics: An 11-year Account of Research in Kenya, Malawi and South Africa

Cited by 39 publications

References 28 publications

Exploratory mathematics talk in a second language: a sociolinguistic perspective

Exploratory mathematics talk in a second language: a sociolinguistic perspective

The impact of different approaches to the teaching of Grade 5 fraction by three experienced teachers

The promotion of selfdirected learning through the African philosophy of Ubuntu

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