Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions

Coetzee J.; Mammen K. J.

doi:doi:10.11648/j.sjedu.20170502.15

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Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions

Coetzee J., Mammen K. J.

Published in Science Journal of Education (Volume 5, Issue 2)

Received: 29 March 2017 Accepted: Published: 29 March 2017

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Abstract

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.

Published in	Science Journal of Education (Volume 5, Issue 2)
DOI	10.11648/j.sjedu.20170502.15
Page(s)	66-70
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Difficulties in Learning Fractions, University Entry Level Students, Language of Learning and Teaching

References

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Coetzee J., Mammen K. J. (2017). Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions. Science Journal of Education, 5(2), 66-70. https://doi.org/10.11648/j.sjedu.20170502.15

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ACS Style

Coetzee J.; Mammen K. J. Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions. Sci. J. Educ. 2017, 5(2), 66-70. doi: 10.11648/j.sjedu.20170502.15

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AMA Style

Coetzee J., Mammen K. J. Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions. Sci J Educ. 2017;5(2):66-70. doi: 10.11648/j.sjedu.20170502.15

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@article{10.11648/j.sjedu.20170502.15,
  author = {Coetzee J. and Mammen K. J.},
  title = {Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions},
  journal = {Science Journal of Education},
  volume = {5},
  number = {2},
  pages = {66-70},
  doi = {10.11648/j.sjedu.20170502.15},
  url = {https://doi.org/10.11648/j.sjedu.20170502.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20170502.15},
  abstract = {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.},
 year = {2017}
}

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TY - JOUR
T1 - Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions
AU - Coetzee J.
AU - Mammen K. J.
Y1 - 2017/03/29
PY - 2017
N1 - https://doi.org/10.11648/j.sjedu.20170502.15
DO - 10.11648/j.sjedu.20170502.15
T2 - Science Journal of Education
JF - Science Journal of Education
JO - Science Journal of Education
SP - 66
EP - 70
PB - Science Publishing Group
SN - 2329-0897
UR - https://doi.org/10.11648/j.sjedu.20170502.15
AB - 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.
VL - 5
IS - 2
ER -

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Author Information

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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Coetzee J., Mammen K. J. (2017). Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions. Science Journal of Education, 5(2), 66-70. https://doi.org/10.11648/j.sjedu.20170502.15

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ACS Style

Coetzee J.; Mammen K. J. Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions. Sci. J. Educ. 2017, 5(2), 66-70. doi: 10.11648/j.sjedu.20170502.15

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AMA Style

Coetzee J., Mammen K. J. Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions. Sci J Educ. 2017;5(2):66-70. doi: 10.11648/j.sjedu.20170502.15

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@article{10.11648/j.sjedu.20170502.15,
  author = {Coetzee J. and Mammen K. J.},
  title = {Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions},
  journal = {Science Journal of Education},
  volume = {5},
  number = {2},
  pages = {66-70},
  doi = {10.11648/j.sjedu.20170502.15},
  url = {https://doi.org/10.11648/j.sjedu.20170502.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20170502.15},
  abstract = {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.},
 year = {2017}
}

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