An investigation into second language Learners’ proficiency in Mathematical language

The purpose of the study was to investigate second language learner‟s proficiency in mathematical language. The study was conducted using the Grade 12 learners in a senior secondary school in the district of Mthatha, Eastern Cape. The researcher used a case study approach and a questionnaire was used to investigate whether or not learners understood the language rather than to assess their mathematical ability. English was the language in question and used as the medium of instruction (MOI). In this study, aspects of the language used for mathematics are highlighted, the importance of mathematical vocabulary is discussed and reference is made to some recent research concerned with the understanding of mathematical language. The importance of language as a factor in the learning of mathematics is established through a consideration of bilingualism and the writer‟s own research into the understanding of mathematical language. Perhaps the most obvious educational difficulty which students encounter is that of language. Teachers and curriculum planners need to assess whether this is desirable, and to attempt to find ways in which learners in bilingual education programmes can learn mathematics in a meaningful way. Theories on the interaction between language and mathematical thinking, as well as the studies conducted with bilingual students can inform one‟s thinking about this issue. These ideas have important implications for teaching, texts and curriculum development. The study examined some of the above aspects in the context of South African Education