Language Difficulty as a Factor Related to Learner Errors in Financial Mathematics

Autor/inn/en	Khalo, Xolani; Adu, Emmanuel Olusola; Olawale, Babawande Emmanuel
Titel	Language Difficulty as a Factor Related to Learner Errors in Financial Mathematics
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 18 (2022) 10, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Khalo, Xolani) ORCID (Adu, Emmanuel Olusola) ORCID (Olawale, Babawande Emmanuel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8215
Schlagwörter	Mathematics Skills; Case Studies; Numeracy; Mathematics Instruction; School Districts; Foreign Countries; Grade 10; Error Patterns; Lesson Plans; Correlation; Student Attitudes; Financial Literacy; English (Second Language); Second Language Learning; Language Skills; Reading Comprehension; Language of Instruction; Secondary School Students; South Africa + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Case study; Fallstudie; Case Study; Rechenkompetenz; Mathematics lessons; Mathematikunterricht; School district; Schulbezirk; Ausland; Fehlertyp; Lesson planning; Unterrichtsplanung; Korrelation; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Sprachkompetenz; Leseverstehen; Teaching language; Unterrichtssprache; Sekundarschüler; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study examined the relationship between language difficulties and learner's errors in financial mathematics, and it employed a quantitative research approach using a case study design. The population for the study consisted of all grade 10 mathematical literacy (ML) learners from three selected schools in East London District, from which 40 learners and two ML teachers were randomly selected from each school. Data was collected using a content-based questionnaire and structured questionnaires. Descriptive statistics were used to analyze the questionnaires. Hence, the findings revealed a significant relationship between language difficulties and the errors committed by learners. As a result of the findings, the study recommended, among other things, that teachers incorporate error analysis into the planning of their lessons to understand why students make mistakes and how to prevent them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01