Location of Repository

Relationships between mathematics and literacy: Exploring some underlying factors

By Carol Bohlmann and Elizabeth Pretorius

Abstract

This paper focuses on Grade 7 learners in two township schools where the relationships between performance on language and reading tests in the home language and English were investigated in relation to examination performance in mathematics. In both schools reading ability rather than language proficiency in English emerged as a strong predictor of mathematics achievement. The schools serve as a case study for exploring some of the socio‐economic, teacher and classroom factors underlying differential school performance in mathematics. Because the new curriculum presupposes a highly literate environment, it is suggested that mathematics learning will be negatively affected if learners lack adequate reading skills. The findings suggest that quality schooling is a strong determinant of both reading and mathematical achievement. The new mathematics curriculum has the potential to make a difference only if schools improve learners’ literacy development

Topics: Mathematics, QA1-939
Publisher: AOSIS
Year: 2008
DOI identifier: 10.4102/pythagoras.v0i67.73
OAI identifier: oai:doaj.org/article:f8aedfe5f1dc48f389ccd112dab6bd57
Journal:
Download PDF:
Sorry, we are unable to provide the full text but you may find it at the following location(s):
  • https://doaj.org/toc/2223-7895 (external link)
  • https://doaj.org/toc/1012-2346 (external link)
  • http://www.pythagoras.org.za/i... (external link)
  • https://doaj.org/article/f8aed... (external link)
  • Suggested articles


    To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.