Page 66 - EDUCON 2022 Book of Abstracts

3. Ausiku, C. M. Siyave, T., & Linonoka, J., Teaching Mathematics
at the junior primary phase: the untold stories of student teachers at
the University of Namibia Rundu Campus
Background: The Junior Primary phase is a very delicate phase and
mistakes made at this critical stage may be irreparable. Thus, it is
crucial that a proper foundation is laid by using a language that is well
understood by both teachers and the learners.
Aim: This study was conducted to determine the experiences of
student teachers when teaching Mathematics in the Junior Primary
phase using mother tongue as the medium of instruction.
Methodology: For this qualitative study, a case study design was
adopted and a semi-structured questionnaire with open-ended
questions and focus group interviews were used as data collection
instruments. A sample of 50 student teachers from three language
groups were purposively selected as participants.
Results: The findings revealed that there are discrepancies in the way
that students present their microteaching lessons using English as the
medium of instruction at the campus and the way they teach
mathematics in schools using mother tongue as the medium of
instruction during their SBS.
Recommendation: It is therefore imperative to put measures in place
to ensure that the University curriculum is aligned to the school
curriculum.
Conclusion: There is a link between language and Mathematics.
Language is an important determinant of the fate of students’ progress
in Mathematics.
Keywords: School-based studies, Mathematics, teaching, learning,
mother tongue

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