Maree, J.G. (Kobus)Erasmus, C.P.2007-09-072007-09-072006-01Maree, JG & Erasmus, CP 2006, 'Mathematics skills of Tswana-speaking learners in the North West Province of South Africa', Early Child Development and Care, vol. 176, no. 1, pp. 1-18. [http://www.tandf.co.uk/journals/gecd]0300-443010.1080/03004430500209696http://hdl.handle.net/2263/3449Inadequate achievement in mathematics frequently occurs especially amongst black learners, and the problem is assuming critical proportions. Tswana learners in the Mafikeng area find themselves in an educational situation that does not always promote optimal actualisation of their personal potential. One possible outcome of this situation is inadequate achievement in mathematics. The aim of this study is, inter alia, the exploration of the Tswana learner’s inadequate achievement in mathematics in the Mafikeng area. This was done by administering a Diagnostic Test and a Learner’s Questionnaire. The cognitive and affective facets of the Tswana learner’s achievement in mathematics were measured. Our findings suggest that mathematics teaching can never be divorced from the socio-economic context in which it is taught.344765 bytesapplication/pdfenTaylor & Francis. This article is embargoed by the publisher until July 2007Mathematics skillsTswana speakersEducation--South Africa--North WestTswana (African people)Postprint Article