RCE2601 Assignment 3 2025
Unique Number:
Due date: 8 August 2025
TABLE OF CONTENTS
EXPLORING THE IMPACT OF LANGUAGE BARRIERS ON MATHEMATICS
ACHIEVEMENT IN SOUTH AFRICAN GET CLASSROOMS.....................................3
INVESTIGATING THE IMPACT OF LIMITED ACCESS TO DIGITAL GEOGRAPHIC
RESOURCES ON TEACHING AND LEARNING IN FET GEOGRAPHY CLASSROOMS IN
RURAL SOUTH AFRICA ..........................................................................................11
ENHANCING LEARNER RESILIENCE THROUGH LIFE SKILLS EDUCATION:
EXPLORING STRATEGIES FOR ADDRESSING SOCIO-EMOTIONAL CHALLENGES IN
THE GET PHASE .....................................................................................................20
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
3 DIFFERENT PROPOSALS PROVIDED
TABLE OF CONTENTS
EXPLORING THE IMPACT OF LANGUAGE BARRIERS ON MATHEMATICS
ACHIEVEMENT IN SOUTH AFRICAN GET CLASSROOMS .................................... 3
INVESTIGATING THE IMPACT OF LIMITED ACCESS TO DIGITAL GEOGRAPHIC
RESOURCES ON TEACHING AND LEARNING IN FET GEOGRAPHY
CLASSROOMS IN RURAL SOUTH AFRICA ........................................................... 11
ENHANCING LEARNER RESILIENCE THROUGH LIFE SKILLS EDUCATION:
EXPLORING STRATEGIES FOR ADDRESSING SOCIO-EMOTIONAL
CHALLENGES IN THE GET PHASE ....................................................................... 20
, For additional support +27 81 278 3372
EXPLORING THE IMPACT OF LANGUAGE BARRIERS ON MATHEMATICS
ACHIEVEMENT IN SOUTH AFRICAN GET CLASSROOMS
1. INTRODUCTION AND BACKGROUND
The effective teaching and learning of Mathematics in South African schools
continues to be a significant concern, particularly within the General Education and
Training (GET) phase, which encompasses Grades R to 9. Mathematics serves as a
foundation for critical thinking, problem-solving, and participation in a rapidly
changing economy, making its mastery essential for individual and national
development (Spaull, 2019). Despite this acknowledged importance, many South
African learners perform below expected levels in Mathematics, as consistently
reflected in national and international assessments (DBE, 2021). Among the
numerous challenges contributing to underachievement, language barriers stand out
as a persistent and complex obstacle in multilingual classrooms (Setati, 2008).
In many South African schools, the language of learning and teaching (LoLT) is not
the learners’ home language. For many learners, especially those in rural or
township schools, this results in limited comprehension of mathematical vocabulary
and concepts, which in turn hampers participation and performance (Probyn, 2016).
Teachers also face difficulties in mediating meaning across languages, often
resorting to code-switching, which can further complicate understanding (Setati &
Adler, 2001). This situation is exacerbated in the GET phase, where learners are still
developing their academic language proficiency, yet are expected to grasp
increasingly abstract mathematical ideas (Heugh, 2017).
Research indicates that language proficiency is closely linked to mathematical
understanding, and learners who struggle with the language of instruction often
struggle to interpret word problems, follow instructions, and engage meaningfully in
classroom discourse (Adler, 2001). In the context of the FET sector, persistent
language barriers can contribute to the widening achievement gap, increased
dropout rates, and limited access to higher-level mathematical studies (DBE, 2021).
The issue is thus not only academic but also intersects with broader questions of
equity, access, and social justice in education (Trudell, 2016).
Unique Number:
Due date: 8 August 2025
TABLE OF CONTENTS
EXPLORING THE IMPACT OF LANGUAGE BARRIERS ON MATHEMATICS
ACHIEVEMENT IN SOUTH AFRICAN GET CLASSROOMS.....................................3
INVESTIGATING THE IMPACT OF LIMITED ACCESS TO DIGITAL GEOGRAPHIC
RESOURCES ON TEACHING AND LEARNING IN FET GEOGRAPHY CLASSROOMS IN
RURAL SOUTH AFRICA ..........................................................................................11
ENHANCING LEARNER RESILIENCE THROUGH LIFE SKILLS EDUCATION:
EXPLORING STRATEGIES FOR ADDRESSING SOCIO-EMOTIONAL CHALLENGES IN
THE GET PHASE .....................................................................................................20
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
3 DIFFERENT PROPOSALS PROVIDED
TABLE OF CONTENTS
EXPLORING THE IMPACT OF LANGUAGE BARRIERS ON MATHEMATICS
ACHIEVEMENT IN SOUTH AFRICAN GET CLASSROOMS .................................... 3
INVESTIGATING THE IMPACT OF LIMITED ACCESS TO DIGITAL GEOGRAPHIC
RESOURCES ON TEACHING AND LEARNING IN FET GEOGRAPHY
CLASSROOMS IN RURAL SOUTH AFRICA ........................................................... 11
ENHANCING LEARNER RESILIENCE THROUGH LIFE SKILLS EDUCATION:
EXPLORING STRATEGIES FOR ADDRESSING SOCIO-EMOTIONAL
CHALLENGES IN THE GET PHASE ....................................................................... 20
, For additional support +27 81 278 3372
EXPLORING THE IMPACT OF LANGUAGE BARRIERS ON MATHEMATICS
ACHIEVEMENT IN SOUTH AFRICAN GET CLASSROOMS
1. INTRODUCTION AND BACKGROUND
The effective teaching and learning of Mathematics in South African schools
continues to be a significant concern, particularly within the General Education and
Training (GET) phase, which encompasses Grades R to 9. Mathematics serves as a
foundation for critical thinking, problem-solving, and participation in a rapidly
changing economy, making its mastery essential for individual and national
development (Spaull, 2019). Despite this acknowledged importance, many South
African learners perform below expected levels in Mathematics, as consistently
reflected in national and international assessments (DBE, 2021). Among the
numerous challenges contributing to underachievement, language barriers stand out
as a persistent and complex obstacle in multilingual classrooms (Setati, 2008).
In many South African schools, the language of learning and teaching (LoLT) is not
the learners’ home language. For many learners, especially those in rural or
township schools, this results in limited comprehension of mathematical vocabulary
and concepts, which in turn hampers participation and performance (Probyn, 2016).
Teachers also face difficulties in mediating meaning across languages, often
resorting to code-switching, which can further complicate understanding (Setati &
Adler, 2001). This situation is exacerbated in the GET phase, where learners are still
developing their academic language proficiency, yet are expected to grasp
increasingly abstract mathematical ideas (Heugh, 2017).
Research indicates that language proficiency is closely linked to mathematical
understanding, and learners who struggle with the language of instruction often
struggle to interpret word problems, follow instructions, and engage meaningfully in
classroom discourse (Adler, 2001). In the context of the FET sector, persistent
language barriers can contribute to the widening achievement gap, increased
dropout rates, and limited access to higher-level mathematical studies (DBE, 2021).
The issue is thus not only academic but also intersects with broader questions of
equity, access, and social justice in education (Trudell, 2016).
