Could language be one of the biggest factors in South Africa’s poor mathematics performance at school? A group of high school teachers in Cape Town have flagged that the language used during tests is a major barrier to high school learner success. This was raised at a recent Teacher Conference hosted by the University of the Western Cape’s LEDIMTALI (Local Evidence-Driven Improvement of Mathematics Teaching and Learning Initiative).
 
According to a 2023 UNESCO article: “At primary school level, South Africa had the third lowest score out of the 64 countries. Things are no better at high school, where South Africa’s Grade 9 learners received the second lowest score out of 39 countries”.

The Western Cape Education Department (WCED) sets a standardised or common paper for high school learners which is part of the curriculum and includes a series of grade tests written at the start of the fourth term of Grade 9. These tests use certain terminology. However, each school uses different terminology. The difference in language is what causes confusion. For example, the WCED uses the word “multiply” while schools use the term “product of numbers”.

“There’s a mistake we are making as teachers — the language of the common paper is different from the language of the systemic tests. We must use [WCED] language,” an Elsies River mathematics teacher told his peers at the conference.

LEDIMTALI was started in 2012 as part of UWC’s efforts to improve mathematics education through evidence-based practices and research. The project is funded by the National Research Foundation (NRF), and the project leader is Professor Cyril Julie. He is also the SA Research and Development Chair in Mathematics Education at the School of Science and Mathematics Education in the Education Faculty at UWC.

Prof Julie said this teacher conference is a valuable resource for mathematics teachers. “For example, learning from your peers how to teach difficult Mathematical constructs in the wake of mathematics teachers being ‘blamed’ for unsatisfactory achievement results in school mathematics. The conference focuses on the ‘voices’ of teachers and their success stories. The majority of the teachers work in schools in low socio-economic and gangster-ridden areas,” said Prof Julie. 

A Khayelitsha teacher expressed gratitude for LEDIMTALI's assistance, especially with regard to innovative teaching strategies. She explained that at her school, children’s academic performance is often impeded by social ills such as gangsterism, drugs and extortion: “We have learners who are constantly anxious due to their socioeconomic situations.” In addition to this, one of the biggest problems is the issue of language. “If you speak in English, they will respond in isiXhosa. I used to tell the learners that in mathematics and mathematics literacy, the questions would always be in English.”

LEDIMTALI offers innovative teaching strategies, such as productive practice and exposure to item design strategies. A teacher based in the Cape Town city centre said she has made the most of the resources: “We have been part of the project since it started 15 years ago. I have been doing what Prof Julie says, and we have seen the positive results.”

The Western Cape Grade 12 class of 2024 achieved the highest pass rate in mathematics in the country at 78%. Nationally, 69.1% of learners passed mathematics.