Teachers’ Experiences on using Strategies to Teach Mathematics to Second Language English Speaking Grade 4 Learners in Selected Buffalo City Primary Schools

Authors: Zukisa Faith Qwesha

DOI: https://doi.org/10.37082/IJIRMPS.ICTIMESH-24.2

Short DOI: https://doi.org/gt3x3q

Full-text Research PDF File:   View   |   Download

Abstract: The purpose of this study was to investigate how teachers utilise strategies to teach mathematics to second language English speaking Grade 4 learners in selected Buffalo City Primary Schools. This investigation emanates from observations whilst teaching mathematics to second language English speaking learners at Intermediate phase. Grade 4 learners have a problem switching to English as the language of learning and teaching (LoLT) and understanding mathematical English. The outcomes of this investigation will benefit Grade 4 teachers in teaching mathematics to second language English speaking learners. A quantitative strategy guided this study. A descriptive survey design in the form of structured questionnaire was used to probe the component that is of importance in the teaching of mathematics, namely, utilisation of strategies to teach mathematics. Stratified random sample of 50 per cent of Grade 4 mathematics teachers in public and independent schools participated in the study. Data were analysed using descriptive statistics. Frequencies, percentages, and mean responses were used to make sense of the data. The study found that although they acknowledged that it was not an easy task, most teachers were confident in teaching mathematics to second language English speaking learners. The teachers used several different strategies to teach mathematics of which code-switching was the most prevalent. This shows that teaching mathematics in English to second language English speakers continues to be a challenge. It is recommended that the DBE should appoint teachers that are trained and qualified to teach mathematics to second language English speaking learners. The schools should also provide in-service trainings and provide adequate time for curriculum development within the schools. Teachers’ experiences in teaching mathematics needs to be attended to as they are the mediator in the classroom between learners and mathematics.

Keywords: Strategies, Teaching Mathematics, Second Language Grade 4 Learners

Paper Id: 5.502

Published On: 2024-07-07

Published In: Special Issue - International Conference on Trends and Innovations in Management, Engineering, Sciences and Humanities (July 2024)

Share this