An investigation into second language Learners’ proficiency in Mathematical language
- Authors: Ngibe, Ntsikelelo Hector
- Date: 2014
- Subjects: Second language acquisition -- Teaching and learning -- Mathematics Mathematics -- Language -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/845 , vital:29936
- Description: The purpose of the study was to investigate second language learner‟s proficiency in mathematical language. The study was conducted using the Grade 12 learners in a senior secondary school in the district of Mthatha, Eastern Cape. The researcher used a case study approach and a questionnaire was used to investigate whether or not learners understood the language rather than to assess their mathematical ability. English was the language in question and used as the medium of instruction (MOI). In this study, aspects of the language used for mathematics are highlighted, the importance of mathematical vocabulary is discussed and reference is made to some recent research concerned with the understanding of mathematical language. The importance of language as a factor in the learning of mathematics is established through a consideration of bilingualism and the writer‟s own research into the understanding of mathematical language. Perhaps the most obvious educational difficulty which students encounter is that of language. Teachers and curriculum planners need to assess whether this is desirable, and to attempt to find ways in which learners in bilingual education programmes can learn mathematics in a meaningful way. Theories on the interaction between language and mathematical thinking, as well as the studies conducted with bilingual students can inform one‟s thinking about this issue. These ideas have important implications for teaching, texts and curriculum development. The study examined some of the above aspects in the context of South African Education.
- Full Text:
- Date Issued: 2014
- Authors: Ngibe, Ntsikelelo Hector
- Date: 2014
- Subjects: Second language acquisition -- Teaching and learning -- Mathematics Mathematics -- Language -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/845 , vital:29936
- Description: The purpose of the study was to investigate second language learner‟s proficiency in mathematical language. The study was conducted using the Grade 12 learners in a senior secondary school in the district of Mthatha, Eastern Cape. The researcher used a case study approach and a questionnaire was used to investigate whether or not learners understood the language rather than to assess their mathematical ability. English was the language in question and used as the medium of instruction (MOI). In this study, aspects of the language used for mathematics are highlighted, the importance of mathematical vocabulary is discussed and reference is made to some recent research concerned with the understanding of mathematical language. The importance of language as a factor in the learning of mathematics is established through a consideration of bilingualism and the writer‟s own research into the understanding of mathematical language. Perhaps the most obvious educational difficulty which students encounter is that of language. Teachers and curriculum planners need to assess whether this is desirable, and to attempt to find ways in which learners in bilingual education programmes can learn mathematics in a meaningful way. Theories on the interaction between language and mathematical thinking, as well as the studies conducted with bilingual students can inform one‟s thinking about this issue. These ideas have important implications for teaching, texts and curriculum development. The study examined some of the above aspects in the context of South African Education.
- Full Text:
- Date Issued: 2014
Investigating young children’s knowledge and attitudes about HIV/AIDS pandemic in Libode District of Eastern Cape
- Authors: Xhala, Xolelwa
- Date: 2014
- Subjects: HIV/AIDS(Disease) -- Social aspect Learners -- AIDS-- South Africa -- Eastern Cape Children -- AIDS -- Knowledge and attitudes
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/1290 , vital:30795
- Description: This case study, which was conducted in the Libode District of the Eastern Cape Province, investigated forty (41)) Grade 3 children’s awareness of and the extent of knowledge about HIV/AIDS disease. The study targeted primary school children aged between 5 and 12 years. This investigation assessed the knowledge levels, attitudes and risky perceptions associated with HIV/AIDS among primary school children in order to achieve one major purpose: to help learners acquire adequate basic knowledge that could help them make informed decisions about how to protect their own health and to promote safe behaviours concerning HIV/AIDS. The study was located within children’s concepts of illness theory and children’s rights theory. The findings of my study suggested the HIV/AIDS awareness and prevention interventions that have been implemented since the outbreak of the epidemic have not their stated objectives aimed at reducing infections and children’s feeling of stigma towards their HIV/AIDS infected peers in schools. More worrying is the fact that the results suggested that primary school children lacked the appropriate knowledge about HIV/AIDS. The outcome of this lack of knowledge is that many primary school children have adopted risky behaviours towards the disease. The study recommended that all stakeholders must shift prevention interventions from media-based programmes focussed on adolescents to school-based programmes focused on primary school learners. The literature reviewed and my findings suggested school-based prevention awareness campaigns and inclusion of HIV/AIDS knowledge into school curriculum for all learners might produce better results.
- Full Text:
- Date Issued: 2014
- Authors: Xhala, Xolelwa
- Date: 2014
- Subjects: HIV/AIDS(Disease) -- Social aspect Learners -- AIDS-- South Africa -- Eastern Cape Children -- AIDS -- Knowledge and attitudes
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/1290 , vital:30795
- Description: This case study, which was conducted in the Libode District of the Eastern Cape Province, investigated forty (41)) Grade 3 children’s awareness of and the extent of knowledge about HIV/AIDS disease. The study targeted primary school children aged between 5 and 12 years. This investigation assessed the knowledge levels, attitudes and risky perceptions associated with HIV/AIDS among primary school children in order to achieve one major purpose: to help learners acquire adequate basic knowledge that could help them make informed decisions about how to protect their own health and to promote safe behaviours concerning HIV/AIDS. The study was located within children’s concepts of illness theory and children’s rights theory. The findings of my study suggested the HIV/AIDS awareness and prevention interventions that have been implemented since the outbreak of the epidemic have not their stated objectives aimed at reducing infections and children’s feeling of stigma towards their HIV/AIDS infected peers in schools. More worrying is the fact that the results suggested that primary school children lacked the appropriate knowledge about HIV/AIDS. The outcome of this lack of knowledge is that many primary school children have adopted risky behaviours towards the disease. The study recommended that all stakeholders must shift prevention interventions from media-based programmes focussed on adolescents to school-based programmes focused on primary school learners. The literature reviewed and my findings suggested school-based prevention awareness campaigns and inclusion of HIV/AIDS knowledge into school curriculum for all learners might produce better results.
- Full Text:
- Date Issued: 2014
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