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TRANSITIONAL STAGE: LANGUAGE DISJUNCTURE FOR INTERMEDIATE PHASE MATHEMATICS TEACHING, CHRIS HANI EAST EDUCATION

Artigo2025

Bulelwa Makena ORCID; Joseph Baidoo ORCID; Godfrey Mutesasira ORCID; Anthony Kambi Masha ORCID; Wendy Mashologu ORCID; Harry Kasumba ORCID; Nomaroma Kumanda ORCID

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Resumo

It becomes worth noting that as learners transition from one learning phase to the other, instructional strategies get redefined in a manner that interchangeably affects the greatest percentage of subjects in line with academic performance, buttressing the prescribed curriculum within the context of the South African schooling system. Mathematics learning has since been adversely impacted because of the language disjuncture of transitioning from home language instruction offered at the Foundation Phase (FP), yet as learners enrol for the Intermediate Phase (IP), policy depicts the application of an additional language at this stage, specifically the English medium for the purposes of this study. Therefore, this paper investigates how the teaching and learning of mathematics for IP learners in multilingual classrooms is affected by language disjuncture. For this qualitative inquiry, four IP Mathematics teachers were purposefully nominated as data informants. Although related studies have been conducted, there are some identified yet crucial gaps in the existing literature and practice in accordance with the intersecting language and mathematics education as normally depicted by classrooms within multilingual settings. This study revealed that (i) language transition creates barriers to mathematical comprehension and (ii) limited understanding of the mathematical vocabulary has been proved to hinder learner academic attainment. It is concluded by this paper that substantial challenges for Mathematics teaching and learning are steered by transition within the instructional languages. Hence, this paper recommends that to bridge the gap, there is a need for policy makers to redefine instructional teaching and learning strategies.

Dados da obra

Tipo
Artigo
Periódico
Education. Innovation. Diversity, v. 1, n. 10, p. 50-60
Editora
Riga Technical University Press
Ano
2025 (2025-07-08)
Idioma
en
Palavras-chave
Language transition; Comprehension; disjuncture; Mathematics instruction; multilingual classrooms; language shift; English-medium instruction; mathematical terminology; mathematical understanding; teaching methods; mathematics teaching and learning
Temas
Currículo
DOI
10.17770/eid2025.1.8373
ISSN
2661-5401
Licença
cc-by
Acesso
Download disponível
Fontes
DOAJ — Directory of Open Access Journals; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MAKENA, Bulelwa et al.. TRANSITIONAL STAGE: LANGUAGE DISJUNCTURE FOR INTERMEDIATE PHASE MATHEMATICS TEACHING, CHRIS HANI EAST EDUCATION. Education. Innovation. Diversity, v. 1, n. 10, p. 50-60, 2025. DOI: https://doi.org/10.17770/eid2025.1.8373.

APA

Makena, B., Baidoo, J., Mutesasira, G., Masha, A. K., Mashologu, W., Kasumba, H., & Kumanda, N. (2025). TRANSITIONAL STAGE: LANGUAGE DISJUNCTURE FOR INTERMEDIATE PHASE MATHEMATICS TEACHING, CHRIS HANI EAST EDUCATION. Education. Innovation. Diversity, 1(10), 50-60. https://doi.org/10.17770/eid2025.1.8373

BibTeX
@article{makena2025,
  author = {Makena, Bulelwa and Baidoo, Joseph and Mutesasira, Godfrey and Masha, Anthony Kambi and Mashologu, Wendy and Kasumba, Harry and Kumanda, Nomaroma},
  title = {TRANSITIONAL STAGE: LANGUAGE DISJUNCTURE FOR INTERMEDIATE PHASE MATHEMATICS TEACHING, CHRIS HANI EAST EDUCATION},
  year = {2025},
  journal = {Education. Innovation. Diversity},
  volume = {1},
  number = {10},
  pages = {50-60},
  publisher = {Riga Technical University Press},
  doi = {10.17770/eid2025.1.8373},
  language = {en}
}
RIS
TY  - JOUR
AU  - Makena, Bulelwa
AU  - Baidoo, Joseph
AU  - Mutesasira, Godfrey
AU  - Masha, Anthony Kambi
AU  - Mashologu, Wendy
AU  - Kasumba, Harry
AU  - Kumanda, Nomaroma
TI  - TRANSITIONAL STAGE: LANGUAGE DISJUNCTURE FOR INTERMEDIATE PHASE MATHEMATICS TEACHING, CHRIS HANI EAST EDUCATION
PY  - 2025
JO  - Education. Innovation. Diversity
VL  - 1
IS  - 10
SP  - 50
EP  - 60
DO  - 10.17770/eid2025.1.8373
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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