{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/8076"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/8076","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Ulwakhiwo lwamagama enza ingqiqo :amagama enza ingqiqo nolwimi ekufundeni/ekufundiseni izifundo zezibalo","abstract":"This research investigates the formation of mathematics concepts and use of existing ones (concepts) in isiXhosa in grade 7. The investigation intends to suggest the possibility of using isiXhosa as a language of learning and teaching mathematics in classes where isiXhosa is a dominant language. Through this investigation concepts that are likely to present teaching and learning difficulties have been identified. After identification of concepts, equivalents are provided, by working from the contextual meaning of the concept in English and then coining an equivalent in isiXhosa. For existing concepts whose equivalents are contained in dictionaries, whether used or not by mathematics teachers, a critical review of the meaning has been conducted to see whether that could be used in a mathematics context. Reasons have been that, most existing equivalents are a result of translation leaving the equivalent vulnerable to many different meanings in isiXhosa.","abstract_html":"This research investigates the formation of mathematics concepts and use of existing ones (concepts) in isiXhosa in grade 7. The investigation intends to suggest the possibility of using isiXhosa as a language of learning and teaching mathematics in classes where isiXhosa is a dominant language. Through this investigation concepts that are likely to present teaching and learning difficulties have been identified. After identification of concepts, equivalents are provided, by working from the contextual meaning of the concept in English and then coining an equivalent in isiXhosa. For existing concepts whose equivalents are contained in dictionaries, whether used or not by mathematics teachers, a critical review of the meaning has been conducted to see whether that could be used in a mathematics context. Reasons have been that, most existing equivalents are a result of translation leaving the equivalent vulnerable to many different meanings in isiXhosa.","abstract_has_math":false,"creators":["Deyi, Somikazi"],"institution":"Centre for Applied Language and Literacy Studies and Services in Africa","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Young, Douglas","Gxilishe, S"],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006","date_published":"2006","updated_at":"2026-07-22T22:23:06Z","subjects":[],"languages":["xho"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/8076","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Young, Douglas","Gxilishe, S"]},{"key":"dc:creator","label":"Author","values":["Deyi, Somikazi"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-10-06T11:00:11Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-10-06T11:00:11Z"]},{"key":"dc:date.issued","label":"Date","values":["2006"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Centre for Applied Language and Literacy Studies and Services in Africa"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MPhil"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["xho"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/8076"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes bibliographical references.","In Xhosa with a summary in English."]},{"key":"dc:description.abstract","label":"Abstract","values":["This research investigates the formation of mathematics concepts and use of existing ones (concepts) in isiXhosa in grade 7. The investigation intends to suggest the possibility of using isiXhosa as a language of learning and teaching mathematics in classes where isiXhosa is a dominant language. Through this investigation concepts that are likely to present teaching and learning difficulties have been identified. After identification of concepts, equivalents are provided, by working from the contextual meaning of the concept in English and then coining an equivalent in isiXhosa. For existing concepts whose equivalents are contained in dictionaries, whether used or not by mathematics teachers, a critical review of the meaning has been conducted to see whether that could be used in a mathematics context. Reasons have been that, most existing equivalents are a result of translation leaving the equivalent vulnerable to many different meanings in isiXhosa."]},{"key":"dc:title","label":"Title","values":["Ulwakhiwo lwamagama enza ingqiqo :amagama enza ingqiqo nolwimi ekufundeni/ekufundiseni izifundo zezibalo"]}]}],"canonical_facts":{"dc:contributor.advisor":["Young, Douglas","Gxilishe, S"],"dc:creator":["Deyi, Somikazi"],"dc:date.accessioned":["2014-10-06T11:00:11Z"],"dc:date.available":["2014-10-06T11:00:11Z"],"dc:date.issued":["2006"],"dc:description":["Includes bibliographical references.","In Xhosa with a summary in English."],"dc:description.abstract":["This research investigates the formation of mathematics concepts and use of existing ones (concepts) in isiXhosa in grade 7. The investigation intends to suggest the possibility of using isiXhosa as a language of learning and teaching mathematics in classes where isiXhosa is a dominant language. Through this investigation concepts that are likely to present teaching and learning difficulties have been identified. After identification of concepts, equivalents are provided, by working from the contextual meaning of the concept in English and then coining an equivalent in isiXhosa. For existing concepts whose equivalents are contained in dictionaries, whether used or not by mathematics teachers, a critical review of the meaning has been conducted to see whether that could be used in a mathematics context. Reasons have been that, most existing equivalents are a result of translation leaving the equivalent vulnerable to many different meanings in isiXhosa."],"dc:identifier.uri":["http://hdl.handle.net/11427/8076"],"dc:language.iso":["xho"],"dc:publisher.department":["Centre for Applied Language and Literacy Studies and Services in Africa"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["Ulwakhiwo lwamagama enza ingqiqo :amagama enza ingqiqo nolwimi ekufundeni/ekufundiseni izifundo zezibalo"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MPhil"]},"updated_at":"2026-07-22T22:23:06Z"}