Towards a conceptual framework for integrating African immigrant learners learning mathematics word problems into South African high schools

Abstract

This qualitative study relates and examines the experiences of African immigrant learners while learning mathematics word problems in the Further Education and Training phase at two South African schools in the Western Cape. Purposefully selected participants’ narratives were collected by means of classroom observations and semi-structured interviews. A range of data sources and data collection methods increased the credibility, trustworthiness and dependability of the research. The sample consisted of 8 teachers and 14 African immigrant learners from a target population of 84 teachers and 2197 learners. Phenomenological data analysis strategy was used for analysing the recorded experiences. The findings revealed that African immigrant learners faced multiple challenges arising from the language of learning and teaching, mathematics academic language, exposure to different teaching methods and a new education system, use of code switching by teachers, discrimination, isolation, technology use and limited/non-use of learners’ funds of knowledge. It was found that teachers lacked mathematics pedagogical skills and mathematics content knowledge, social relations, and expertise in teaching diverse learners. However, it was noted that some teachers were supportive, helpful, and keen to work with African immigrant learners: some classes promoted a welcoming environment for them. From the findings, an Integrated Transitional Intervention conceptual framework was developed for use by teachers involved with these learners and those in similar situations. This framework aimed to assist immigrants to transition smoothly in their new learning and teaching environment. The framework promoted an awareness amongst teachers of ways to integrate immigrant learners into the South African mathematics classroom. The development of the conceptual framework contributed to the mathematics body of knowledge. The findings of this study recommended that teachers (i) reduce the use of code switching to a learning resource only, (ii) recognise and exploit learners’ previous knowledge as funds of knowledge, (iii) minimise discrimination in the learning and teaching process, (iv) deploy technology in the teaching and learning of mathematics word problems, (v) establish clear definitions of mathematical terminology and (vi) learners should be put into mixed language groupings for better learner understanding.