Thesis (MEd)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: According to Prins(1995), readability factors in Mathematics text do not only
influence the comprehension of questions, but also have a marked influence on
learner achievement levels. Extending on Prins (op cit), this study sought to
investigate whether there are any differences in the quality of interpretation and
choice of algo-heuristic methods when isiXhosa-speaking learners respond to
mathematical word problems set in English and isiXhosa.
The study was located within an ethnographic framework, with all of the 109
participants speaking isiXhosa as LI. The participants were in grades 8 (44),
Grade 9 (29) and grade 10(36) and all took Mathematics as one of their school
subjects. Learners were divided into four groups based on achievement levels in
English in June examinations. The study was cross-sectional, with each of the four
groups comprising learners who were good achievers, average achievers and under
achievers in English second language.
A unique methodological and data collection design was undertaken in such a way
that each of the participants responded to word problems set in both English and
isiXhosa. Two questions were administered to all learners (one in each of the two
languages). The two questions were written in two sessions. If a learner responded in
English during the first session, s/he will respond in isiXhosa during the second
session and vice versa. There was a 5-minute break in between the sessions.
Data was analysed both quantitatively and qualitatively. The broad focus of the
analyses was on learners' quality of interpretation of the given word problems and the
choice of computational methods they employed when they responded to the word
problems. Three categories were investigated under each of the focus areas.
Categories investigated under the quality of interpretation were:
[J Totally false interpretation
[J Partially correct interpretation and
[J Totally correct interpretation
Categories investigated under the choice of computational methods were:
[J Standard methods
[J Non-standard methods
[J Unidentifiable methods
The evidence gathered suggested that isiXhosa-speaking learners interpret word
problems better when they are set in isiXhosa rather than English. Another important
finding was that isiXhosa-speaking learners prefer to use standard methods when they
respond to word problems set in English and also prefer to use non-standard methods
when they respond to word problems set in siXhosa. / AFRIKAANSE OPSOMMING: Volgens Prins (1995) beïnvloed leesbaarheidfaktore in Wiskundetekste nie net die
verstaan van vrae nie, maar het dit ook 'n merkbare invloed op leerders se
prestasievlakke. Ter uitbreiding op Prins (op cit) het hierdie studie gepoog om
ondersoek in te stelof daar enige verskille in die kwaliteit van interpretasie en keuse
van algo-heuristiese metodes is wanneer isiXhosasprekende leerders op wiskundige
woordprobleme reageer wat in Engels en isiXhosa gestel is.
Die studie is binne 'n etnografiese raamwerk geplaas. Al 109 deelnemers het
isiXhosa as eerste taal gepraat. Die deelnemers was in Graad 8 (44), Graad 9 (29) en
Graad 10 (36) en het Wiskunde as een van hul skoolvakke geneem. Leerders is in
vier groepe verdeel, en die indeling is op prestasievlakke in Engels in die Junieeksamen
gebaseer. In hierdie deursneestudie het elk van die vier groepe uit leerders
bestaan wat goeie presteerders, gemiddelde presteerders en onderpresteerders in
Engels tweede taal was.
'n Unieke metodologiese en data-insamelingsontwerp is op so 'n wyse toegepas dat
elkeen van die deelnemers op woordprobleme gereageer het wat in beide Engels en
isiXhosa gestel is. Twee vrae is aan elke leerder gestel, een in elk van die twee tale.
Die twee vrae is in twee sessies beantwoord. As 'n leerder tydens die eerste sessie in
Engels reageer het, sou sy/hy tydens die tweede sessie in isiXhosa beantwoord, en
omgekeerd. Daar was 'n pouse van vyf minute tussen die sessies.
Data is beide kwantitatief en kwalitatief ontleed. Die breë fokus van die analises was
op die kwaliteit van die leerders se interpretasie van die woordprobleme en die keuse
van bewerkingsmetodes wat hulle aangewend het wanneer hulle op die
woordprobleme reageer het. Drie kategorieë is in elk van die fokusareas ondersoek.
Die kategorieë wat onder die kwaliteit van interpretasie ondersoek is, was:
Cl 'n Algeheel verkeerde interpretasie
Cl 'n Gedeeltelik korrekte interpretasie en
Cl 'n Algeheel korrekte interpretasie Kategorieë wat onder die keuse van bewerkingsmetodes ondersoek is, was:
u Standaardmetodes
u Nie-standaardmetodes en
o Onidentifiseerbare metodes
Die gegewens wat ingewin is, het daarop gedui dat isiXhosasprekende leerders
woordprobleme beter interpreteer wanneer die probleme in isiXhosa eerder as in
Engels gestel is. 'n Ander belangrike bevinding was dat isiXhosasprekende leerders
verkies om standaardmetodes aan te wend wanneer hulle op woordprobleme wat in
Engels gestel is, reageer, en dat hulle ook verkies om nie-standaardmetodes te gebruik
wanneer hulle op woordprobleme reageer wat in isiXhosa gestel is.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/53234 |
| Date | 04 1900 |
| Creators | Sedibe, G. Konotia |
| Contributors | Human, P. G., Olivier, A. I., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 115 p. |
| Rights | Stellenbosch University |
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