Code switching in the learning of mathematics word problems in Grade 10

Abstract

This study investigates the effects of code switching in the learning of mathematics word problems in Grade 10. The research used Cummins’ language acquisition theory to inform the study. The study employed ethnographic qualitative research design whereby classroom observations and semi-structured interviews were used as data collection techniques. The use of multiple data collection techniques was to ensure validity and credibility of the study. The sample consisted of sixty learners and two mathematics teachers. The sample was drawn from a population of one thousand two hundred and thirty five learners and forty nine teachers.The study has shown that even though code switching could be beneficial in the learning and teaching of mathematics, it was difficult for learners and teachers to use it in a way that enhances the learning of mathematics word problems because of the barriers in the use of mathematical language. It is recommended that teachers should exercise care when using code switching, especially with the topics that involve word problems; as such topics are more aligned to certain mathematical language that could not be translated to IsiXhosa.