Browsing by Author "Mbatha, Siphelele Trueman"

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    The three-dimensional approach to teaching addition and subtraction through the medium of isiZulu to adult learners in a correctional centre classroom
    (University of Zululand, 2024) Mbatha, Siphelele Trueman; Xulu, S. C. B. ; Kok, E. C. A.; Kok, P. J.
    Substandard mathematics performance in adults presents a significant educational challenge, particularly in multilingual contexts like South Africa. The aim of this study was to explore the use of Erickson and Lanning’s (2013) three-dimensional approach in developing the three-dimensions of numeracy within the context of learning addition and subtraction through the medium of isiZulu. The study was contextualized within the selected correctional centre adult mathematics classroom. The pragmatic epistemological stance was employed, and the study was framed within the QUANT-QUAL explanatory sequential mixed methods research design. The research endeavor operationalized qualitative and quantitative data to address the main research question, which is, how can the three-dimensional approach be used to teach addition and subtraction in the language of isiZulu to adult learners in a correctional centre classroom? Data, which were collected from one hundred and fifty purposively sampled adult learner-offenders through semi-structured interviews, document analysis, post-tests and pre-tests as well as written reflections, were analysed through the conceptual framework for adult mathematical learning through language. The findings revealed that isiZulu language is resourceful in actualizing the development of adult learner-offenders’ mathematics conceptual understanding. Furthermore, the study discovered that translanguaging and adult learner-offenders’ experiences are both scaffolds for synchronized advancement of the three dimensions of numeracy in isiZulu home language mathematics correctional centre classrooms. As the means towards alleviating the complexity of mathematics learning to adult learner-offenders whose home language is not English, the ILaBa-CoMaT model was developed to advance the concurrent understanding of addition and subtraction skills, facts, and concepts. The study concludes by designating the use of African indigenous languages in the teaching and learning of mathematics in adult correctional centre classrooms, thus challenging the South African curriculum and policy framework on adult education to reform the mathematics Language of Learning and Teaching.