The study was carried out to: (1) determine the relationship between English and mathematical
literacy scores at Grade 12 in Moloto Circuit, (2) understand and describe the learning difficulties
experienced by learners when English language was used as a medium of instruction, and (3) suggest
guidelines that could be used in teaching mathematical literacy. Regression and correlation analyses
were carried out to determine the functional and strength of relationship between English language
and mathematical literacy in the ten schools of Moloto Circuit. The views of the learners on the use
of English language in the learning of mathematical literacy and the use of technical terms were
sourced and analysed. The views of the educators about the use of English language as the medium
of instruction were also analysed. A mixed approach methodology was used since both quantitative
and qualitative methods were employed. The target population consisted of 305 learners who wrote
the Grade 12 public examinations in 2016, 585 Grade 12 learners and 10 educators who completed
questionnaires in January 2017. A census approach was carried out because everyone in Moloto
Circuit doing Mathematical Literacy at Grade 12 level and their educators were studied. Grade 12
results for English and Mathematical Literacy for the 2016 academic year were collected and
analysed. Questionnaires with closed and open-ended items were administered on Grade 12 learners
and educators for the 2017 academic year in January 2017. Results in the ten schools showed that
there was a positive relationship between performances in the two areas. In all cases the computed
correlations were significant. This suggested that English influenced performance in Mathematical
Literacy. This was supported by coefficients of determination calculations which ranged from 15%
to 40%. Most responses indicated that learners found Mathematical Literacy difficult when English
language was used as the medium of instruction. The learners preferred that Mathematical Literacy
be taught in their mother tongue and that educators explain technical terms associated with
mathematics. The educators said that learners had problems in Mathematical Literacy because of
the use of English as the medium of instruction. They also said that learners found it difficult to
relate Mathematical Literacy questions to real life situations and that the learners lacked adequate
practice. The educators recommended the use of code-switching in their teaching in order to
enhance understanding of Mathematical Literacy. / Mathematics Education / M. Ed. (Mathematics Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/26496 |
| Date | 01 1900 |
| Creators | Nyandoro, Kingston |
| Contributors | Ngoepe, M. G. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xiii, 144, 55 leaves) : color graphs, application/pdf |
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