Ontoereikende taalbegrip as aspek van probleme wat ontoereikende prestasie in Wiskunde onderlê

Abstract

Concern regarding the extent of underachievement in Mathematics (in South Africa, but, also, world-wide) has been expressed by many authors. The role of language related factors as a causal factor in this regard has often been neglected. In this article, a number of factors pertaining to the phenomenon "language related factors in the Mathematics classroom" are discussed. In addition, the fact that second language teaching in Mathematics classrooms in South Africa is contributing to the extent of the problem, is exemplified by the results from an empirical investigation into pupils' study orientation. An attempt is made to show that optimal achievement in Mathematics could remain an elusive ideal, unless these factors are addressed properly. Strategies aimed at remediation, emphasising a problem-centred approach, are put forward.