Post-apartheid complexities of Xitsonga and mathematics teaching in rural foundation phase classrooms: A case of number patterns
DOI:
https://doi.org/10.38140/ijss-2024.vol4.s1.07Keywords:
Post-apartheid, Xitsonga, Patterns, Rural classroom, Foundation Phase, MathematicsAbstract
The study conducted in rural Acornhoek, Mpumalanga, addresses the inadequate research and understanding surrounding the teaching of mathematics in the early grades, particularly in rural South African schools where indigenous languages like Xitsonga are used as the medium of instruction. This gap in research highlights the broader issue of the implications of language policy in South Africa for educational success, where the political nature of language use complicates effective teaching practices. The primary objective of this study is to contribute to the ongoing discourse on the role of home languages in mathematics teaching, specifically focusing on how the use of Xitsonga during lessons on patterns in early-grade classrooms limits the effectiveness of teachers’ instruction on the concepts. The theoretical grounding of this research is rooted in the understanding that language is not merely a tool for communication but is intricately linked to identity and learning. Within an interpretive paradigm, the data collection process for this qualitative study involved three main components: unstructured non-participatory classroom observations, semi-structured interviews, and video-stimulated recall interviews. In this paper, we focus solely on the data from classroom observations to illustrate the dynamics of using the Xitsonga language to teach patterns in rural Foundation Phase classrooms. The sample consisted of 33 teachers from three different school sites in Acornhoek. The findings reveal the complexities involved in using Xitsonga to teach mathematical concepts. Teachers faced challenges related to language proficiency, pedagogical strategies, and the integration of local cultural contexts into their teaching practices.
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