Post-apartheid complexities of Xitsonga and mathematics teaching in rural foundation phase classrooms: A case of number patterns
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...
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ERRCD Forum
2024-11-01
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| Series: | Interdisciplinary Journal of Sociality Studies |
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| Online Access: | https://pubs.ufs.ac.za/index.php/ijss/article/view/1422 |
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| author | Hlamulo Wiseman Mbhiza Ayanda Zondo Sibongile Mlangeni Vuyelwa Brenda Mpitso |
| author_facet | Hlamulo Wiseman Mbhiza Ayanda Zondo Sibongile Mlangeni Vuyelwa Brenda Mpitso |
| author_sort | Hlamulo Wiseman Mbhiza |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-d0724da0bdee4eb8ba4f29e2f3d18dca |
| institution | Kabale University |
| issn | 2789-5661 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | ERRCD Forum |
| record_format | Article |
| series | Interdisciplinary Journal of Sociality Studies |
| spelling | doaj-art-d0724da0bdee4eb8ba4f29e2f3d18dca2025-01-08T19:11:54ZengERRCD ForumInterdisciplinary Journal of Sociality Studies2789-56612024-11-014s111210.38140/ijss-2024.vol4.s1.071386Post-apartheid complexities of Xitsonga and mathematics teaching in rural foundation phase classrooms: A case of number patternsHlamulo Wiseman Mbhiza0https://orcid.org/0000-0001-9530-4493Ayanda Zondo1https://orcid.org/0000-0003-4504-3904Sibongile Mlangeni2https://orcid.org/0009-0006-4869-9801Vuyelwa Brenda Mpitso3https://orcid.org/0009-0001-3052-4994University of South Africa, South Africa University of South Africa, South Africa University of South Africa, South Africa University of South Africa, South Africa 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.https://pubs.ufs.ac.za/index.php/ijss/article/view/1422post-apartheidxitsongapatternsrural classroom foundation phasemathematics |
| spellingShingle | Hlamulo Wiseman Mbhiza Ayanda Zondo Sibongile Mlangeni Vuyelwa Brenda Mpitso Post-apartheid complexities of Xitsonga and mathematics teaching in rural foundation phase classrooms: A case of number patterns Interdisciplinary Journal of Sociality Studies post-apartheid xitsonga patterns rural classroom foundation phase mathematics |
| title | Post-apartheid complexities of Xitsonga and mathematics teaching in rural foundation phase classrooms: A case of number patterns |
| title_full | Post-apartheid complexities of Xitsonga and mathematics teaching in rural foundation phase classrooms: A case of number patterns |
| title_fullStr | Post-apartheid complexities of Xitsonga and mathematics teaching in rural foundation phase classrooms: A case of number patterns |
| title_full_unstemmed | Post-apartheid complexities of Xitsonga and mathematics teaching in rural foundation phase classrooms: A case of number patterns |
| title_short | Post-apartheid complexities of Xitsonga and mathematics teaching in rural foundation phase classrooms: A case of number patterns |
| title_sort | post apartheid complexities of xitsonga and mathematics teaching in rural foundation phase classrooms a case of number patterns |
| topic | post-apartheid xitsonga patterns rural classroom foundation phase mathematics |
| url | https://pubs.ufs.ac.za/index.php/ijss/article/view/1422 |
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