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Mathematics in Multilingual Classrooms in South Africa: From Understanding the Problem to Exploring Possible Solutions

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Book cover Equity in Discourse for Mathematics Education

Part of the book series: Mathematics Education Library ((MELI,volume 55))

Abstract

This chapter offers a reflection on 10 years work related to the concern for low mathematics performance of the majority of learners in multilingual classrooms in South Africa who learn in a language that is not their home language. The purpose of this chapter is to describe my personal journey from understanding the problem to exploring a possible solution, which involves acknowledging the complex relationship between language choices, looking for synergy between the language of power (English) and other languages crucial for supporting conceptual understanding. Possible solutions are not just about language choice, but also about the nature of the mathematics tasks selected. I conclude the chapter by arguing that more research is needed not only because it is important for equity and access for all to mathematics, but also because most learners in South Africa learn in a language that is not their first, main or home language.

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Notes

  1. 1.

    Afrikaans is one of South Africa’s 11 official languages. It developed out of Dutch settlement. During the apartheid era, English and Afrikaans were the only two official languages.

  2. 2.

    This kind of multilingualism is not unusual in Johannesburg, South Africa. Given the integration of different ethnic groups, a majority of black South African teachers (indeed black South Africans in general) in the Gauteng province are multilingual and can communicate in at least four languages.

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Author information

Authors and Affiliations

  1. College of Science, Engineering and Technology, University of South Africa, Pretoria, South Africa

    Mamokgethi Setati

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  1. Mamokgethi Setati
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Correspondence to Mamokgethi Setati .

Editor information

Editors and Affiliations

  1. Michigan State University, Erickson Hall 329, East Lansing, 48824, Michigan, USA

    Beth Herbel-Eisenmann

  2. , Warner School of Education, University of Rochester, Box 270425, Rochester, 14627, New York, USA

    Jeffrey Choppin

  3. , Faculty of Education, University of New Brunswick, P.O. Box 4400, Fredericton, E3B 5A3, Canada

    David Wagner

  4. Dept. Secondary Education, University of Alberta, Education South 341, Edmonton, T6G 2G5, Alberta, Canada

    David Pimm

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© 2012 Springer Science+Business Media B.V.

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Setati, M. (2012). Mathematics in Multilingual Classrooms in South Africa: From Understanding the Problem to Exploring Possible Solutions. In: Herbel-Eisenmann, B., Choppin, J., Wagner, D., Pimm, D. (eds) Equity in Discourse for Mathematics Education. Mathematics Education Library, vol 55. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2813-4_8

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