Exploring Grade 6 mathematics teachers’ use of the language of learning and teaching in assessment for learning

Abstract   The aim of this study was to exploring grade six mathematics teachers’ use of the language of learning and teaching in assessment for learning in selected primary schools in Alexandra Township, South Africa. Research has shown that in primary schools, where learners are taught using their home-language (Grades 1-3), performance seems better than where the use of English as a First Additional Language (EFAL) (Grades 4-6) is used for teaching and learning. Guided by qualitative cases study design, semi-structured interviews and no-participatory observation were used to collect data from the nine purposefully sampled Grade 6 mathematics teachers. Themes were used to analyse, interpret and discuss data collected in conjunction with the literature reviewed and the theory underpinning the study. The findings of this research revealed that learners struggle to learn using English as the LoLT and to augment concept development and understanding, teachers and learners use code-switching. However, because of the different language backgrounds of learners and teachers in the same class, code-switching is often not effective, but in many instances, code-switching has become the norm to ensure understanding where learners have limited language proficiency. Keywords: English first additional language, the language of learning and teaching, assessment for learning, mathematics, Grade 6, code-switchin

Exploring the use of assessment for learning in the mathematics classroom

The study explored mathematics teachers’ use of assessment for learning (AfL) to create a classroom culture that responds to learners’ acquisition of knowledge in classrooms in Alexandra Township, South Africa. Within an interpretivist paradigm this study was guided by a qualitative approach, using a case study design. Nine Grade 6 primary school mathematics teachers were purposively selected for face-to-face semi-structured interviews to determine their understanding of AfL practices. Thereafter, participants were observed on their use of assessment for learning. Subsequently, documents were analysed. The findings revealed that mathematics teachers have an understanding AfL and that they depend on textbooks for AfL activities, which do not always take learners’ contexts into account. The study revealed AfL challenges because teachers teach mathematics in a language other than learners’ home language. Lastly, the study revealed the need for teachers’ pedagogical knowledge in using AfL practices to create an environment that responds to learners’ needs

Opportunities and constraints for community-based conservation: The case of the KwaZulu-Natal Sandstone Sourveld grassland, South Africa

Background: South Africa is characterised by high levels of biodiversity and species endemism alongside critical levels of socio-economic vulnerability, demonstrating potential for conservation practices that provide both environmental and social benefits. It is argued that communitybased conservation (CBC) practices can be strategically positioned to achieve environmental conservation objectives as well as promote local-level socio-economic development. The KwaZulu-Natal Sandstone Sourveld (KZNSS) vegetation type is classified as endemic (to KZN, South Africa), and is at present listed as endangered. Additionally, one of the KZNSS grassland patches occurs adjacent to the low-income peri-urban community of iNanda. The study examined local community uses and perceptions of the vegetation type. Objectives: To examine the uses, perceptions and attitudes displayed by the iNanda community towards the KZNSS grassland patch. Furthermore, it is hoped that the results of this study can be utilised to inform the potential use of CBC strategies within socio-economic contexts such as iNanda. Method: A mixed methodological approach was adopted, focusing on iNanda as the case study. One hundred households were purposively interviewed. Descriptive and chi-square statistical tests were carried out to examine main data trends. Results: Respondents displayed alarming levels of unemployment (61%) and 34% relied on state grants as a source of household income. Households used the grassland for subsistence (51%), grazing (14%), recreational (13%) and cultural purposes (12%). Respondents displayed limited awareness of conservation and the ecological importance of the grassland. However, respondents recognised the need to conserve the grassland based on their perception of changes to the adjacent patch. Conclusion: Potential grassland conservation plans should consider the current use displayed by respondents. Participatory approaches to conservation such as CBC initiatives could provide much-needed socio-economic and conservation benefits