International Electronic Journal of Mathematics Education

Language: A Cultural Capital for Conceptualizing Mathematics Knowledge
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2012 - Volume 7 Issue 2, pp. 62-79
  • Published Online: 12 Dec 2012
  • Article Views: 694 | Article Download: 720
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Feza-Piyose N. Language: A Cultural Capital for Conceptualizing Mathematics Knowledge. Int Elect J Math Ed. 2012;7(2), 62-79.
APA 6th edition
In-text citation: (Feza-Piyose, 2012)
Reference: Feza-Piyose, N. (2012). Language: A Cultural Capital for Conceptualizing Mathematics Knowledge. International Electronic Journal of Mathematics Education, 7(2), 62-79.
Chicago
In-text citation: (Feza-Piyose, 2012)
Reference: Feza-Piyose, Nosisi. "Language: A Cultural Capital for Conceptualizing Mathematics Knowledge". International Electronic Journal of Mathematics Education 2012 7 no. 2 (2012): 62-79.
Harvard
In-text citation: (Feza-Piyose, 2012)
Reference: Feza-Piyose, N. (2012). Language: A Cultural Capital for Conceptualizing Mathematics Knowledge. International Electronic Journal of Mathematics Education, 7(2), pp. 62-79.
MLA
In-text citation: (Feza-Piyose, 2012)
Reference: Feza-Piyose, Nosisi "Language: A Cultural Capital for Conceptualizing Mathematics Knowledge". International Electronic Journal of Mathematics Education, vol. 7, no. 2, 2012, pp. 62-79.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Feza-Piyose N. Language: A Cultural Capital for Conceptualizing Mathematics Knowledge. Int Elect J Math Ed. 2012;7(2):62-79.

Abstract

Mathematics education in South Africa is in crisis. Students continue to perform at a lower level compared to other nations including those with low GPD compared to them. Two factors have been highlighted in research that impedes mathematics learning: teacher content knowledge and irrelevant teaching strategies. This study contributes to this literature by investigating five African (from a former White school) fifth grade students’ learning of length measurement with the aim of eliciting the students’ thinking levels by using a length learning trajectory. Clinical interviews and teaching experiments were employed for a comprehensive description of these students’ processes. The findings reveal that students’ mother tongue is a psychological tool that enriches their mathematics learning process, learning trajectory assisted in analysing students developmental processes with language and poor number development impeded abstraction in learning of length measurement concepts.

References

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License

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