This paper evolved from a larger study and aimed to test the fractions skills of entry-level students at a South African comprehensive university. The focus in the paper is on the language of learning and teaching as one of the causes for difficulties in learning fractions for entry level science and engineering students. The sample consisted of 94 entry level students out of a population of 120, who enrolled for national diplomas in science and engineering. The survey instrument consisted of 20 items and the data were analyzed using Microsoft Excel 2013. The main findings were that entry-level students enrolled for engineering and science diploma courses struggled to apply fraction arithmetic and that the problems associated with the language of learning and teaching (LoLT) caused difficulties. This study provided important information to school- and university-level mathematics educators by confirming that language difficulties can negatively impact upon the success in learning fractions.
| Published in | Science Journal of Education (Volume 5, Issue 2) |
| DOI | 10.11648/j.sjedu.20170502.15 |
| Page(s) | 66-70 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2017. Published by Science Publishing Group |
Difficulties in Learning Fractions, University Entry Level Students, Language of Learning and Teaching
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APA Style
Coetzee J., Mammen K. J. (2017). Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions. Science Journal of Education, 5(2), 66-70. https://doi.org/10.11648/j.sjedu.20170502.15
ACS Style
Coetzee J.; Mammen K. J. Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions. Sci. J. Educ. 2017, 5(2), 66-70. doi: 10.11648/j.sjedu.20170502.15
AMA Style
Coetzee J., Mammen K. J. Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions. Sci J Educ. 2017;5(2):66-70. doi: 10.11648/j.sjedu.20170502.15
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Download@article{10.11648/j.sjedu.20170502.15,
author = {Coetzee J. and Mammen K. J.},
title = {Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions},
journal = {Science Journal of Education},
volume = {5},
number = {2},
pages = {66-70},
doi = {10.11648/j.sjedu.20170502.15},
url = {https://doi.org/10.11648/j.sjedu.20170502.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20170502.15},
abstract = {This paper evolved from a larger study and aimed to test the fractions skills of entry-level students at a South African comprehensive university. The focus in the paper is on the language of learning and teaching as one of the causes for difficulties in learning fractions for entry level science and engineering students. The sample consisted of 94 entry level students out of a population of 120, who enrolled for national diplomas in science and engineering. The survey instrument consisted of 20 items and the data were analyzed using Microsoft Excel 2013. The main findings were that entry-level students enrolled for engineering and science diploma courses struggled to apply fraction arithmetic and that the problems associated with the language of learning and teaching (LoLT) caused difficulties. This study provided important information to school- and university-level mathematics educators by confirming that language difficulties can negatively impact upon the success in learning fractions.},
year = {2017}
}
TY - JOUR T1 - Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions AU - Coetzee J. AU - Mammen K. J. Y1 - 2017/03/29 PY - 2017 N1 - https://doi.org/10.11648/j.sjedu.20170502.15 DO - 10.11648/j.sjedu.20170502.15 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 66 EP - 70 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20170502.15 AB - This paper evolved from a larger study and aimed to test the fractions skills of entry-level students at a South African comprehensive university. The focus in the paper is on the language of learning and teaching as one of the causes for difficulties in learning fractions for entry level science and engineering students. The sample consisted of 94 entry level students out of a population of 120, who enrolled for national diplomas in science and engineering. The survey instrument consisted of 20 items and the data were analyzed using Microsoft Excel 2013. The main findings were that entry-level students enrolled for engineering and science diploma courses struggled to apply fraction arithmetic and that the problems associated with the language of learning and teaching (LoLT) caused difficulties. This study provided important information to school- and university-level mathematics educators by confirming that language difficulties can negatively impact upon the success in learning fractions. VL - 5 IS - 2 ER -
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