Die betekenis van taalonderrig in die Wiskundeklas

Abstract

AFRIKAANS : Die beperkte, tegniese taal van Wiskunde is internasionaal redelik gestandaardiseer. Om vergelykings, simbole asook die tegniese taal van Wiskunde te verstaan, is nie werklik 'n probleem nie. Om die fyner nuanses van enige taal te verstaan, is wel 'n probleem. Dit is belangrik dat leerlinge die tegniese taal van Wiskunde behoorlik bemeester indien hulle optimaal wil presteer in die vak. In lyn met die nuwe benadering (probleemsentrering) tot die onderrig en leer van Wiskunde wat tans in die RSA voorrang geniet, word in hierdie artikel gepleit vir 'n skerper fokus op die aanleer van die taal van Wiskunde. Die siening van 'n globale (holistiese) benadering tot die onderrig en leer van Wiskunde (met meer klem op die onderrig van die taal, as "portefeulje"-benadering tot 'n totale/gebalanseerde onderrig in Wiskunde) word ondersteun.

ENGLISH : The limited, technical language of Mathematics is fairly standardised internationally. It is not difficult to understand equations, symbols and the technical language of mathematics fully. It is, however, a problem to understand the nuances of any language. In order to achieve in Mathematics, students need to master the technical language of Mathematics. In line with the new approach (problem-centred) to the teaching and learning of Mathematics in the RSA, it is contended in this article that more attention should be given to the learning of the language of Mathematics. The view of a global (holistic) approach to the teaching and learning of Mathematics (emphasising the teaching of the language of Mathematics as a "portfolio"-approach to a total/balanced approach to the teaching and learning of Mathematics) is supported.