Use of Common-sense Knowledge, Language and Reality in Mathematical Word Problem Solving

Sepeng, Percy

doi:10.1080/10288457.2014.890808

Cited by 12 publications

(10 citation statements)

References 14 publications

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“…Chikwa and Schafer (2016) took the argument further to say in isiXhosa "unxantathu" means a triangle, but there is no word for 'equilateral triangle, isosceles triangle, obtuse triangle, and so on. That is similar to Sepeng's (2014) argument that in isiPedi same thing is the case "khutlotharo" means a three-sided figure, but there are no words to explain what kind of a triangle. While in Xitsonga most of the concepts used are loaned or borrowed from English and Afrikaans, for instance, to mention a few "rhikithengula'' meaning rectangle, hegizagono meaning hexagon, ovhali meaning oval, and rhoko meaning rok in Afrikaans.…”

Section: The Possibilities Of Indigenous Languages As Methods Of Instructionssupporting

confidence: 56%

The path to decoloniality: A proposal for educational system transformation

Mabasa-Manganyi

Ntshangase

2021

IJER

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It was observed that in all circles of discussion, Africans talk about decolonisation and turning away from systems that favour the West in disfavour of Africans. Thinkers like Molefi K. Asante, Chukwunyere, and others have approached this matter of decolonisation at an angle of Afrocentrism. They intend to present African views from an undiluted African perspective. However, within that struggle, it is quite noticeable that the African basic education system has not done sufficient work to decolonise the presentation of African thoughts. There is a noticeable overrating of foreign languages like English and Afrikaans in terms of subjects or modules taught in South African schools and tertiary institutions. As it is, Sciences national papers are delivered to schools written in two languages, which are not aboriginal in Africa, i.e. English and Afrikaans, regardless of the province where they are delivered to. Within that backdrop, it becomes questionable whether African language practitioners are incapable of producing tools to Africanize the language of learning or the colonial languages refuse to forsake the African educational system. This conceptual study is set forth to explore decoloniality in the education sector and argue for the use of African languages as a mode of instruction in learning and promoting them to be at the same level of honour as those overvalued western languages. In this study, analytic critical theory is used to apply criticality and rationality, which guided the researchers to be more inclined towards reason than emotionality over this dire issue.

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Section: The Possibilities Of Indigenous Languages As Methods Of Instructionssupporting

confidence: 56%

The path to decoloniality: A proposal for educational system transformation

Mabasa-Manganyi

Ntshangase

2021

IJER

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“…Previous research has highlighted several challenges pertaining to the teaching and learning of word problems. These challenges include an inability to form number sentences to represent the mathematics involved in word problems (Gooding, 2009), a lack of English proficiency (Essien, 2013), an insufficient grasp of mathematical vocabulary knowledge (Sepeng, 2014).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perspectives on Addressing Linguistic Factors Affecting Visualisation of Mathematics Word Problems

Moleko

2021

EURASIA J Math Sci Tech Ed

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Visualisation plays a critical role in the teaching and learning of mathematics word problems. It is an essential tool for enabling learners to create meaningful mental pictures necessary for solving mathematical problems. Appropriate visualisation requires good reading skills, English proficiency and an understanding of mathematical vocabulary, language and structure. Although visualisation plays such a critical role, teachers often do not pay attention to linguistic factors when teaching mathematics word problems, thus making it difficult for learners to visualise and solve mathematics word problems. This background positions the study to explore teachers' perspectives on the linguistic factors that affect the visualisation of mathematics word problems and to identify appropriate solutions to these. Using a single-case exploratory study, the perspectives of six mathematics teachers were elicited through focus group discussions and reflection sessions. The data collected were analysed through thematic analysis techniques. The findings indicate strategies to address the lack of reading skills, including understanding mathematical language and the structure and ambiguities of mathematics word problems.

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“…Recently, a small empirical study has exposed difficulties that South African Senior Phase (Grades 7-9) learners have with word problems irrespective of whether these are posed in English or in the home language of learners (Sepeng, 2014). The Sepeng (2014) study suggests that learners' difficulties with word problems relate to both language and mathematics, and that difficulties evident in primary school persist into secondary school.…”

Section: Introductionmentioning

confidence: 92%

“…There is also evidence of learner difficulties relating specifically to word problems at Intermediate Phase where the connection between word problems and English language proficiency has been made explicit (Ensor et al, 2002). Recently, a small empirical study has exposed difficulties that South African Senior Phase (Grades 7-9) learners have with word problems irrespective of whether these are posed in English or in the home language of learners (Sepeng, 2014). The Sepeng (2014) study suggests that learners' difficulties with word problems relate to both language and mathematics, and that difficulties evident in primary school persist into secondary school.…”

Section: Introductionmentioning

confidence: 97%

Additive Relations Word Problems in the South African Curriculum and Assessment Policy Standard at Foundation Phase

Roberts

2016

African Journal of Research in Mathematics, Science and Technol

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Drawing on a literature review of classifications developed by each of Riley, Verschaffel and Carpenter and their respective research groups, a refined typology of additive relations word problems is proposed and then used as analytical tool to classify the additive relations word problems in South African Curriculum and Assessment Policy Standard (CAPS) for Foundation Phase. Inconsistencies and errors within the CAPS are exposed. Two different typologies are presented in the CAPS: first 'compare, combine and compare' and then 'change, compare and equalise' problem types are presented. For the latter typology 'join' and 'separate' actions are imposed onto static situations. Rather than referring to the 'whole-partpart' structure which is common across all problem types, a generalised 'start-change-result' structure is imposed. This is both incorrect (static situations do not have this structure) and inconsistent with the articulated distinction between take-away and difference models for subtraction expressed elsewhere in the CAPS. In light of this analysis it is recommended that adapted curriculum guidelines are developed and circulated to Foundation Phase teachers, teacher educators and curriculum advisors. The refined typology of additive relations word problems may be used to underpin professional development initiatives for Foundation Phase teachers, and for structuring the setting of the annual diagnostic assessments at this level.

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Use of Common-sense Knowledge, Language and Reality in Mathematical Word Problem Solving

Cited by 12 publications

References 14 publications

The path to decoloniality: A proposal for educational system transformation

The path to decoloniality: A proposal for educational system transformation

Teachers’ Perspectives on Addressing Linguistic Factors Affecting Visualisation of Mathematics Word Problems

Additive Relations Word Problems in the South African Curriculum and Assessment Policy Standard at Foundation Phase

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