Examining teachers’ views on the adoption of mother tongue-based bilingual education in mathematics teaching and learning: A South African context

Artigo2023

Zwelivumile Malindi ORCID; Clever Ndebele ORCID; Berington Zanoxolo Gobingca ORCID

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Resumo

Mathematics is one of the critical subjects studied worldwide and is a major for all science faculties and careers. However, it is 1 of the subjects in which performance is poor in all educational phases and bands. Therefore, with this research we aimed to consider the use of mother tongue in the learning and teaching of mathematics in schools. This qualitative research was a descriptive case study conducted in the OR Tambo Inland district, which comprises 2 satellite towns, Mthatha and Qumbu in the Eastern Cape province of South Africa. The focus area for the study was the Qumbu satellite. Twenty-four participants were selected through purposeful sampling. Participants were grouped in 4 focus groups with 6 members in each. An interview schedule guide with semi-structured and open-ended questions was used to collect data. A thematic approach and facts were used for data analysis and presentation. Research shows that the use of mother tongue is beneficial for all learners in all subjects, however, this is not what many teachers believe. We conclude with the recommendation that the broad South African community should be schooled in the value and impact of the use of mother tongue in education or consideration of mother-tongue-based bilingual education (MTBBE). There is a need for South Africans to understand the concept of MTBBE better. It provides advantages such as providing learners with an increased ability to think deeply, to express themselves clearly and to improve academic performance (Stoop, 2017).

Dados da obra

Tipo: Artigo
Periódico: South African Journal of Education, v. 43, n. Suppl. 2, p. S1-S12
Editora: Education Association of South Africa
Ano: 2023 (2023-12)
Idioma: en
Palavras-chave: bilingualism; english second language (esl); language of learning and teaching (lolt); mathematics education; mother tongue instruction; mathematics teaching and learning; teacher perceptions; mathematics achievement; South African schools; Eastern Cape
DOI: 10.15700/saje.v43ns2a2242
ISSN: 0256-0100, 2076-3433
Licença: cc-by
Acesso: Acesso aberto
Fontes: DOAJ — Directory of Open Access Journals; OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MALINDI, Zwelivumile; NDEBELE, Clever; GOBINGCA, Berington Zanoxolo. Examining teachers’ views on the adoption of mother tongue-based bilingual education in mathematics teaching and learning: A South African context. South African Journal of Education, v. 43, n. Suppl. 2, p. S1-S12, 2023. DOI: https://doi.org/10.15700/saje.v43ns2a2242.

APA

Malindi, Z., Ndebele, C., & Gobingca, B. Z. (2023). Examining teachers’ views on the adoption of mother tongue-based bilingual education in mathematics teaching and learning: A South African context. South African Journal of Education, 43(Suppl. 2), S1-S12. https://doi.org/10.15700/saje.v43ns2a2242

BibTeX

@article{malindi2023,
  author = {Malindi, Zwelivumile and Ndebele, Clever and Gobingca, Berington Zanoxolo},
  title = {Examining teachers’ views on the adoption of mother tongue-based bilingual education in mathematics teaching and learning: A South African context},
  year = {2023},
  journal = {South African Journal of Education},
  volume = {43},
  number = {Suppl. 2},
  pages = {S1-S12},
  publisher = {Education Association of South Africa},
  doi = {10.15700/saje.v43ns2a2242},
  language = {en}
}

RIS

TY  - JOUR
AU  - Malindi, Zwelivumile
AU  - Ndebele, Clever
AU  - Gobingca, Berington Zanoxolo
TI  - Examining teachers’ views on the adoption of mother tongue-based bilingual education in mathematics teaching and learning: A South African context
PY  - 2023
JO  - South African Journal of Education
VL  - 43
IS  - Suppl. 2
SP  - S1
EP  - S12
DO  - 10.15700/saje.v43ns2a2242
LA  - en
ER  -

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