Teaching mathematics to isiZulu home language speakers in rural high schools: a study of teachers’ experiences.

Abstract

Teaching mathematics in Ndwedwe, a rural area of KwaZulu-Natal where most learners are isiZulu home language speakers is investigated through the experiences of three mathematics teachers teaching in rural high schools located in the ILembe district. Understanding the teaching experiences of an abstract subject such as mathematics, this study attempts to respond to the main research question; what teacher experiences of teaching mathematics to isiZulu home language speakers are, and the subsidiary question of how teachers’ experiences assist in teaching learners for understanding in rural high schools. The study adopts Phenomenology as a methodology, and uses Interpretative Phenomenological Analysis as a methodological framework for handling and analysis of data, gathered from interviews and lesson observations. The findings of the study indicate that isiZulu is preferred by learners as they engage in classroom discussions, the learners are affected by their unsupportive backgrounds. To address learner challenges, teachers devise strategies to circumvent the adverse implications at school, which includes adapted teaching strategies, motivation, and creating additional time for learners to learn at school. In the study’s investigation of teachers’ experiences, it was revealed that mathematical language is a standalone language that is not dependent on either isiZulu or English, moreover, the teachers were shown to be central to the design of lessons despite resource challenges.