Research-informed development of comprehensible isiXhosa teaching material: the Department of Basic Education Mental Starters doubling and halving unit
- Authors: Booi, Tabisa
- Date: 2024-10-11
- Subjects: Native language and education South Africa , Mathematics Translating South Africa , South Africa. Department of Basic Education , Translanguaging (Linguistics) , Mathematics Study and teaching (Elementary) South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463680 , vital:76431
- Description: One of the challenges faced by schools that teach in isiXhosa in the Foundation Phase is the impact of nature of language used in the early-grade mathematics classroom. This is the focus of this research study. Despite numerous programs addressing the poor performance in mathematics, a significant majority of interventions are presented in English, creating barriers for learners and teachers using their native languages. While the Language in Education Policy allows for home language instruction in isiXhosa, the translation of materials often contains distortion in meaning and unfamiliar terms, complicating comprehension for indigenous language learners. Motivated by concerns over low mathematics performance, as highlighted in TIMSS (2019), and my personal experiences in teaching Foundation Phase mathematics in isiXhosa at a rural primary school, this study explores the challenges arising from using translated materials. The use of mediating materials in isiXhosa can be hindered by unfamiliar terms and distortion in meaning. For this reason, I adopted a translanguaging approach, incorporating transliteration between English and isiXhosa, especially in mathematics teaching. Grounded in the pragmatism paradigm, this qualitative design research unfolds in an isiXhosa medium primary school in Makhanda. The investigation centers first on document analysis of the Doubling and Halving unit in the Mental Starters Assessment Programme (MSAP) Teacher Guide (in English and isiXhosa), and then focuses on the teaching of two grade 3 classes, in isiXhosa, using the MSAP Doubling and Halving teaching sequence. Two grade 3 teachers and their principal participate as critical friends. The key research questions are: (1) What are the enablers and constraints that are experienced by the teacher during the mediation of the doubling and halving calculating strategies in isiXhosa?; (2) What are the key terms and phrases (vocabulary) needed to teach doubling and halving in isiXhosa?; (3) What are the perspectives and pedagogical insights of the critical friends on the isiXhosa vocabulary that was developed? The research unfolds in multiple stages, beginning with a document analysis of the MSAP using Toury’s Descriptive Translation Studies. Subsequently, I adapt eight lesson starters for doubling and halving, implementing them across two grade 3 classes in a double action research cycle. Focus group discussions with critical friends, aided by video recordings for stimulated recall, provide valuable insights. Data collected throughout these stages are analyzed through the lens of Vygotsky’s Socio-Cultural theory, contributing to a comprehensive understanding of the challenges and potential solutions in this educational context. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
- Authors: Booi, Tabisa
- Date: 2024-10-11
- Subjects: Native language and education South Africa , Mathematics Translating South Africa , South Africa. Department of Basic Education , Translanguaging (Linguistics) , Mathematics Study and teaching (Elementary) South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463680 , vital:76431
- Description: One of the challenges faced by schools that teach in isiXhosa in the Foundation Phase is the impact of nature of language used in the early-grade mathematics classroom. This is the focus of this research study. Despite numerous programs addressing the poor performance in mathematics, a significant majority of interventions are presented in English, creating barriers for learners and teachers using their native languages. While the Language in Education Policy allows for home language instruction in isiXhosa, the translation of materials often contains distortion in meaning and unfamiliar terms, complicating comprehension for indigenous language learners. Motivated by concerns over low mathematics performance, as highlighted in TIMSS (2019), and my personal experiences in teaching Foundation Phase mathematics in isiXhosa at a rural primary school, this study explores the challenges arising from using translated materials. The use of mediating materials in isiXhosa can be hindered by unfamiliar terms and distortion in meaning. For this reason, I adopted a translanguaging approach, incorporating transliteration between English and isiXhosa, especially in mathematics teaching. Grounded in the pragmatism paradigm, this qualitative design research unfolds in an isiXhosa medium primary school in Makhanda. The investigation centers first on document analysis of the Doubling and Halving unit in the Mental Starters Assessment Programme (MSAP) Teacher Guide (in English and isiXhosa), and then focuses on the teaching of two grade 3 classes, in isiXhosa, using the MSAP Doubling and Halving teaching sequence. Two grade 3 teachers and their principal participate as critical friends. The key research questions are: (1) What are the enablers and constraints that are experienced by the teacher during the mediation of the doubling and halving calculating strategies in isiXhosa?; (2) What are the key terms and phrases (vocabulary) needed to teach doubling and halving in isiXhosa?; (3) What are the perspectives and pedagogical insights of the critical friends on the isiXhosa vocabulary that was developed? The research unfolds in multiple stages, beginning with a document analysis of the MSAP using Toury’s Descriptive Translation Studies. Subsequently, I adapt eight lesson starters for doubling and halving, implementing them across two grade 3 classes in a double action research cycle. Focus group discussions with critical friends, aided by video recordings for stimulated recall, provide valuable insights. Data collected throughout these stages are analyzed through the lens of Vygotsky’s Socio-Cultural theory, contributing to a comprehensive understanding of the challenges and potential solutions in this educational context. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
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An investigation of the English language demands of mathematical texts on data handling used in intermediate phase mathematics
- Authors: Jones, Angela Peta
- Date: 2022-10-14
- Subjects: Mathematics Study and teaching (Elementary) South Africa , Middle school education South Africa , Information storage and retrieval systems Mathematics , Language complexity , Textbooks Readability , Language arts Correlation with content subjects South Africa , Content area reading South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405259 , vital:70155
- Description: In the Intermediate Phase the majority of South African learners are transitioning from learning in their mother tongue to learning in English as well as from learning to read to reading to learn, and this is a major challenge. Textbooks are a key mediating artefact in the learning of mathematics and they present a challenge to the learner in terms of the language comprehension demands The data handling sections of mathematics textbooks are particularly dense in text. This is an important part of the mathematics curriculum as it is the beginning of statistical literacy learning. We need to be able to question, evaluate claims based on data, create arguments we can defend and use data meaningfully, it is thus crucial that learners acquire statistical literacy. This research sets out to examine the text in the data handling sections of four Intermediate Phase Mathematics book series in order to answer the following research question: What are the language comprehension demands of English mathematical texts on data handling that are used in South African Intermediate Phase Mathematics? The theories framing the study are Vygotsky’s sociocultural theory and Cummins’ second language acquisition theory. It is an interpretivist mixed method case study that takes the form of a document analysis.. The findings indicate that many units in the books analysed have a higher readability level than the grade level and will thus present a challenge to learners in terms of their ability to access the mathematical content. An analysis of the linguistic complexity revealed that the features contributing most to the complexity of the texts included words with seven or more letters, prepositional phrases, infinitives, complex verbs and complex/compound sentences. An examination of the non-textual elements revealed that most of them are accurate, connected, concise, contextual and these add to the comprehensibility although there were a few which could be possibly be distractors. It is hoped that the empirical findings of this study, will sensitise educators and publishers involved with the design of textbooks and workbooks to the type of language currently found and that they might give attention to the needs of English language learners when developing these texts. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Authors: Jones, Angela Peta
- Date: 2022-10-14
- Subjects: Mathematics Study and teaching (Elementary) South Africa , Middle school education South Africa , Information storage and retrieval systems Mathematics , Language complexity , Textbooks Readability , Language arts Correlation with content subjects South Africa , Content area reading South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405259 , vital:70155
- Description: In the Intermediate Phase the majority of South African learners are transitioning from learning in their mother tongue to learning in English as well as from learning to read to reading to learn, and this is a major challenge. Textbooks are a key mediating artefact in the learning of mathematics and they present a challenge to the learner in terms of the language comprehension demands The data handling sections of mathematics textbooks are particularly dense in text. This is an important part of the mathematics curriculum as it is the beginning of statistical literacy learning. We need to be able to question, evaluate claims based on data, create arguments we can defend and use data meaningfully, it is thus crucial that learners acquire statistical literacy. This research sets out to examine the text in the data handling sections of four Intermediate Phase Mathematics book series in order to answer the following research question: What are the language comprehension demands of English mathematical texts on data handling that are used in South African Intermediate Phase Mathematics? The theories framing the study are Vygotsky’s sociocultural theory and Cummins’ second language acquisition theory. It is an interpretivist mixed method case study that takes the form of a document analysis.. The findings indicate that many units in the books analysed have a higher readability level than the grade level and will thus present a challenge to learners in terms of their ability to access the mathematical content. An analysis of the linguistic complexity revealed that the features contributing most to the complexity of the texts included words with seven or more letters, prepositional phrases, infinitives, complex verbs and complex/compound sentences. An examination of the non-textual elements revealed that most of them are accurate, connected, concise, contextual and these add to the comprehensibility although there were a few which could be possibly be distractors. It is hoped that the empirical findings of this study, will sensitise educators and publishers involved with the design of textbooks and workbooks to the type of language currently found and that they might give attention to the needs of English language learners when developing these texts. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
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