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Complexities of translating mathematics tasks from English to learners’ home languages

Pythagoras (Pretoria, South Africa), 2022, Vol.43 (1), p.1-6 [Peer Reviewed Journal]

COPYRIGHT 2022 African Online Scientific Information Systems (Pty) Ltd t/a AOSIS ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 1012-2346 ;ISSN: 2223-7895 ;EISSN: 2223-7895 ;DOI: 10.4102/pythagoras.v43i1.560

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Title:
Complexities of translating mathematics tasks from English to learners’ home languages
Author: Mpalami, Nkosinathi
Subjects: African Languages ; Concept Formation ; English (Second Language) ; Foreign Countries ; Grade 11 ; Home languages ; Language Usage ; Linear programming ; Mathematical Concepts ; Mathematics ; Mathematics Instruction ; Mathematics tasks ; Mathematics Teachers ; Mathematics, Applied ; Mathematics, Interdisciplinary Applications ; Mother tongue ; Multilingual classrooms ; Multilingualism ; Native Language ; Programming ; Qualitative research ; Second Language Learning ; Secondary School Students ; Study and teaching ; Teaching Methods ; translated tasks ; Translating and interpreting ; Translation
Is Part Of: Pythagoras (Pretoria, South Africa), 2022, Vol.43 (1), p.1-6
Description: Mathematics education remains problematic in South Africa’s schools. However, some mathematics educators are deliberately using learners’ home languages in tasks to assist learners to understand mathematics. Research-based evidence shows that learners’ home languages when used as a resource have a potential to enhance learners’ understanding of mathematics. This article addresses the issue of translating mathematics tasks from English to learners’ home languages, a field that is less common in mathematics education studies. The study shows that there are complexities associated with such translation which all stakeholders in education should bear in mind. The article does so by referring to a study where a Grade 11 mathematics educator in a multilingual class tried to use learners’ home languages in tasks with an aim to enhance learners’ understanding of linear programming concepts. The study was conducted in township school in Gauteng province. Ethical clearance was given by the Gauteng Department of Education. Data were collected through observations and were analysed qualitatively. The situated sociocultural perspectives guided the study. The findings show that during the translation process, the educator went as far as translating mathematics technical terms. Such translation distorted the meaning of the original task and therefore made it hard for learners to comprehend concepts as envisioned. The recommendation is that the translation should not be left to individual mathematics educators but rather there should be a broader approach of having mathematics tasks translated from English into other official languages and such tasks be distributed to all schools throughout the country. Professional translators must also be contracted to do such a job.
Publisher: AOSIS
Language: English;Portuguese
Identifier: ISSN: 1012-2346
ISSN: 2223-7895
EISSN: 2223-7895
DOI: 10.4102/pythagoras.v43i1.560
Source: Open Access: AOSIS OpenJournals
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Complexities of translating mathematics tasks from English to learners’ home languages

COPYRIGHT 2022 African Online Scientific Information Systems (Pty) Ltd t/a AOSIS ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 1012-2346 ;ISSN: 2223-7895 ;EISSN: 2223-7895 ;DOI: 10.4102/pythagoras.v43i1.560

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