Abstract:
Historically disadvantaged students in South Africa often underachieve in mathematics due to a number of factors. Action research that was conducted at the (former) Technikon Northern Gauteng to investigate ways in which these students’ achievements in mathematics could be improved comprised the implementation of tutorial sessions. Quantitative and qualitative data were gathered by means of a
variety of instruments. The results revealed certain trends in tertiary mathematics education where learning takes place in a second or third language.
AFRIKAANS: Studente uit histories-agtergeblewe gemeenskappe in Suid-Afrika onderpresteer dikwels in wiskunde vanweë ’n verskeidenheid faktore. Aksienavorsing wat aan die (voormalige) Technikon Noord-Gauteng uitgevoer is, om ondersoek in te stel na wyses waarop hierdie studente se wiskundeprestasie verbeter kan word, het die implementering van ’n tutoriaalstelsel behels. Kwantitatiewe en kwalitatiewe
data is deur middel van ’n verskeidenheid instrumente ingesamel. Die resultate het sekere tendense in tersiêre wiskundeonderrig, wat in ’n tweede of derde taal geskied, uitgewys.
