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Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions
Science Journal of Education
Volume 5, Issue 2, April 2017, Pages: 66-70
Received: Mar. 29, 2017; Published: Mar. 29, 2017
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Coetzee J., Department of Applied Informatics and Mathematics, Walter Sisulu University, East London, South Africa
Mammen K. J., School of General and Continuing Education, Faculty of Education, University of Fort Hare, East London, South Africa
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This paper evolved from a larger study and aimed to test the fractions skills of entry-level students at a South African comprehensive university. The focus in the paper is on the language of learning and teaching as one of the causes for difficulties in learning fractions for entry level science and engineering students. The sample consisted of 94 entry level students out of a population of 120, who enrolled for national diplomas in science and engineering. The survey instrument consisted of 20 items and the data were analyzed using Microsoft Excel 2013. The main findings were that entry-level students enrolled for engineering and science diploma courses struggled to apply fraction arithmetic and that the problems associated with the language of learning and teaching (LoLT) caused difficulties. This study provided important information to school- and university-level mathematics educators by confirming that language difficulties can negatively impact upon the success in learning fractions.
Difficulties in Learning Fractions, University Entry Level Students, Language of Learning and Teaching
To cite this article
Coetzee J., Mammen K. J., Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions, Science Journal of Education. Vol. 5, No. 2, 2017, pp. 66-70. doi: 10.11648/j.sjedu.20170502.15
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