Exploring the Learning of Mathematics Word Problems by African Immigrant Early Learners

Autor/inn/en	Mahofa, Ernest; Adendorff, Stanley; Kwenda, Chiwimbiso
Titel	Exploring the Learning of Mathematics Word Problems by African Immigrant Early Learners
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 22 (2018) 1, S.27-36 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2017.1390935
Schlagwörter	Word Problems (Mathematics); Immigrants; Learning; Phenomenology; Foreign Countries; Early Childhood Education; Qualitative Research; Teaching Skills; Prior Learning; Peer Relationship; Teacher Student Relationship; Educational Discrimination; Code Switching (Language); Semi Structured Interviews; Observation; South Africa (Cape Town) + Suchen Sie Ihr Suchwort? Textaufgabe; Immigrant; Immigrantin; Immigranten; Lernen; Phenomenological psychology; Phänomenologie; Psychologie; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Qualitative Forschung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Vorkenntnisse; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Beobachtung
Abstract	The aim of this study was to explore the learning of mathematics word problems by African immigrant early learners in the Western Cape Province of South Africa (SA). Phenomenology was used as the philosophical underpinning for this study and also informed the research method. Purposive sampling methods were used to select 10 African immigrant early learners and their 5 South African teachers as participants from a target population of 1453 learners and their 52 teachers in township schools in Cape Town. Participants were interviewed individually and observed during mathematics classes that dealt with the teaching and learning of mathematics word problems. Data were analysed using Colaizzi's phenomenological data analysis method. The findings revealed that African immigrant learners were challenged with teachers' teaching skills; limited relevant prior knowledge of working with word problems; stigmatisation; the nature of learner-learner and teacher-learner interactions; and teachers' use of code switching in the learning and teaching of mathematics word problems. In order to promote learning of mathematics problems by African immigrant learners it is recommended that teachers should use mixed language groupings and explicit definitions of mathematical terminology, use immigrant early learners' learning experiences as a resource and minimise code switching and stigmatisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01