期刊名称：International Journal of Adolescence and Youth
印刷版ISSN：0267-3843
电子版ISSN：2164-4527
出版年度：2006
卷号：13
期号：1-2
页码：71-97
DOI：10.1080/02673843.2006.9747967
出版社：Taylor and Francis Ltd
摘要：Inadequate 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.
