{UAH} OKURUT, WHAT THOU SAYETH: Effects of language on learning Mathematics

Effects of language on learning Mathematics

BENIEL SEKA

 

21 DECEMBER 2015

A KINDERGARTEN class. Learning becomes enyoyable when medium of instruction remains unchanged.

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TEACHING and learning mathematics in contexts of language diversity has been a controversial issue in Tanzania for a long time. The language of instruction is Kiswahili in most of public schools.

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However a few schools have been allowed to use both English and Kiswahili as a medium of instruction. Kiswahili is still a medium of instruction in secondary schools. A number of issues have been reported by researches done in some classrooms in Tanzania. In primary mathematics classrooms in rural Tanzania, teachers employed several strategies that were sensitive to the diverse language needs of the learners.

The following issues were observed: (a) Code switching among learners and teachers was unofficially used as part of the teaching/learning process. (b) Learners were grouped into proficient and less proficient Kiswahili speakers and later they were provided language support by the teacher.

(c) Group work was undertaken in small groups with learners who shared a common mother tongue and at least one among them spoke Kiswahili and served as a translator. (d) Teachers undertook advocacy with parents to speak more Kiswahili at home.

(e) Pictures and locally appropriate stories were used to introduce basic number concepts. (f) Learners were encouraged to read aloud the word problems with the teacher interjecting to paraphrase or translate key mathematical items.

In teacher education, students do not adequately address the language difficulty of teaching/learning mathematics. Some of the practices result from the educational policy and the way the tutors handled the situation. Some of the observations are: (a) The policy assumes monolingual classrooms while in practice it deals with multilingualism. Learners especially in early primary classes often do not have a command over Kiswahili since it is not their first language but are expected to learn in Kiswahili nonetheless.

(b) Mathematics teacher reparatn praticums do not focus on issues of home to school language transition in early primary years. (c) Tutors in teacher training colleges do not necessarily focus on the process of learning and do not make explicit the link between language and mathematics teaching, (d) Use of contextually multilingual strategies are employed in practice schools but do not appear to be evaluated or mainstreamed in teacher education practice.

Issues concerning textbooks and pedagogy have also raised eyebrows. In the review of Form One mathematics textbooks, from the perspective of level of English used and the introduction of algebra, it has been found that: (a) Most Form One textbooks in use in public secondary schools replicate the order of topics given in the syllabus. (b) Mathematics textbooks for Form One in the public secondary schools in Tanzania were written for fluent first language speakers.

(c) Context of word problems in mathematics textbooks are not sufficiently diverse to enable rural and urban female as well as male learners to engage with mathematics problem solving. (d) Most textbooks introduce algebra with no recognition of algebra already learnt in primary school and hence starting again from scratch. (e) Pedagogic practice in algebra lessons do not provide learners a sense as to how algebra can be used.

Pupils' English proficiency in secondary schools is poor. Researches have shown that: (a) Pupils rarely asked questions to enhance their understanding and when they asked it was in Kiswahili.

(b)Teachers often ask questions and set tasks for the able pupils in class. (c) Pupils do very little writing in class but are expected to write their examinations in English although there are some multiple-choice items.

(d) Pupils performance on test items has improved tremendously with a little language support. Linguistic modifications in the statement of examination items have a significant impact on the way learners process them mathematically. For example, in a research on one original item, there were no correct answers with 30 per cent of the learners not even attempting the item.

All modified tasks achieved some correct or partially correct answers. Pupils who were able to provide a correct translation of the question statement performed better on the test items. Some implications and recommendations for policy and practice have been put forward as follows: (i) Teacher preparation programmes and in-service teacher education must integrate language support pedagogies in the curriculum.

(ii) Teacher education preparation needs to be put in classes where learners transition from their home language to the language of instruction or from a familiar national language to an international language.

(iii) Evaluation teaching practice in pre-service practice must take into account trainee's understanding of multiple language use to support learning mathematics. (iv)Textbook prescribed for use in public secondary schools must be written and designed with second language learners as a focus. (v) Examination items and practice in mathematics must provide support to learners who write examinations in a language that they are along with learning mathematics.

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Gwokto La'Kitgum

"Even a small dog can piss on a tall Building", Jim Hightower

"But this I know, UPC believed and still believes in

very high education. We can call Obote all bad names we have, but the bottom line remains that he got more scholarships for Buganda than all previous Uganda leaders combined. That includes Sir Edward Mutesa, President Lule, President Binayisa, up to and into Ssabasajja Mutebi. Who all happen to be Baganda leaders." Mulindwa

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