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RESEARCH PAPER
Language difficulty as a factor related to learner errors in financial mathematics
1
School of Further and Continuing Education, University of Fort Hare, Alice, SOUTH AFRICA
2
School of Continuing and General Education, University of Fort Hare, East London, SOUTH AFRICA
Publication date: 2022-08-29
EURASIA J. Math., Sci Tech. Ed 2022;18(10):em2156
KEYWORDS
ABSTRACT
This study examined the relationship between language difficulties and learner’s errors in financial
mathematics, and it employed a quantitative research approach using a case study design. The
population for the study consisted of all grade 10 mathematical literacy (ML) learners from three
selected schools in East London District, from which 40 learners and two ML teachers were
randomly selected from each school. Data was collected using a content-based questionnaire and
structured questionnaires. Descriptive statistics were used to analyze the questionnaires. Hence,
the findings revealed a significant relationship between language difficulties and the errors
committed by learners. As a result of the findings, the study recommended, among other things,
that teachers incorporate error analysis into the planning of their lessons to understand why
students make mistakes and how to prevent them.
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