Making Sense of Situations and Language Choices in Mathematical Word Problem Solving: A Case of Grade 9 Second Language Learners

The issues of second language learning and meaning-making within multiple contexts were investigated in the study reported in this article. The study followed a mixed method design with quantitative data informing the qualitative results with a sample of 176 grade 9 students in six township schools of South Africa. Analysis of the data generated from a test appeared to suggest that the language of both a learner and that is used in a mathematical word problem tasks impacted on the way the tasks were interpreted. Furthermore, the study demonstrated that the learners’ problem-solving skills in English (language used for teaching and learning) are by far adequate compared to isiXhosa (Learners’ home language) during problem-solving. However, learners abilities to consider reality when solving real wor(l)d problems appeared to be marginally better in isiXhosa compared to English. Analysis of learners’ interviews illustrates that, although English is the preferred Language of Learning and Teaching, they proposed a dual-use and/or parallel-use of English and isiXhosa for teaching and learning mathematics. Moreover, the findings seemed to suggest that learners appeared to be successful problem-solvers in cases where the dual-use of Language of Learning and Teaching, and learners’ home language was evident during word problem solving processes.