Argumentation Using the Indigenous Language as a Strategy to Reduce Misconceptions: Addition and Subtraction of Directed Numbers Classroom

Abstract

This article explores argumentation using indigenous language as a strategy to reduce misconceptions in addition and subtraction of directed numbers. Within a social constructivism theory, the study was a quasi-experimental design. The two groups, the experimental group (n=39) and control group (n=39), wrote a pre-test and post-test. The pre-test was analysed to find the persistent errors that the students made and were interviewed to find their misconceptions. The finding of the study has revealed that the students have the misconception of an overgeneralization, misconception of direct translation and commutative misconception. During the intervention, both groups were familiarised with scientific argumentation, the control group argues in English and the experimental groups were introduced to argumentation in their native language (Sesotho). After using the statistical package for social science (SPSS) the experimental group’s performance on the post-test was significantly better than that of the control group. The number of misconceptions for the experimental group was reduced. Lastly, the study’s finding has shown that the arguments were longer, clear, and more meaningful in their indigenous language. The students’ performance was even positively influenced by indigenous language argumentation. It is, therefore, recommended that the students’ homegrown language be used as an alternative language of instruction.