Includes bibliographical references. / In Xhosa with a summary in English. / This research investigates the formation of mathematics concepts and use of existing ones (concepts) in isiXhosa in grade 7. The investigation intends to suggest the possibility of using isiXhosa as a language of learning and teaching mathematics in classes where isiXhosa is a dominant language. Through this investigation concepts that are likely to present teaching and learning difficulties have been identified. After identification of concepts, equivalents are provided, by working from the contextual meaning of the concept in English and then coining an equivalent in isiXhosa. For existing concepts whose equivalents are contained in dictionaries, whether used or not by mathematics teachers, a critical review of the meaning has been conducted to see whether that could be used in a mathematics context. Reasons have been that, most existing equivalents are a result of translation leaving the equivalent vulnerable to many different meanings in isiXhosa.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uct/oai:localhost:11427/8076 |
| Date | January 2006 |
| Creators | Deyi, Somikazi |
| Contributors | Young, Douglas, Gxilishe, S |
| Publisher | University of Cape Town, Faculty of Humanities, Centre for Applied Language and Literacy Studies and Services in Africa |
| Source Sets | South African National ETD Portal |
| Language | Xhosa |
| Detected Language | English |
| Type | Master Thesis, Masters, MPhil |
| Format | application/pdf |
Page generated in 0.0098 seconds