Exploring learners’ reading ability in Mathematical Literacy in Eden and Central Karoo district

Abstract

This study explored the impact of learners’ reading ability on their performance in Mathematical Literacy (ML) within the Further Education and Training (FET) phase in the Eden and Central Karoo Education Districts of the Western Cape, South Africa. Reading ability, comprising recognition, comprehension, and fluency, is critical for learners’ understanding of ML concepts presented. A qualitative research design was employed to gain an in-depth understanding of the phenomenon. Purposeful sampling identified educators with extensive experience and innovative teaching practices in ML. Data were collected through reflective activities and semi-structured interviews, conducted primarily electronically and via telephone due to geographical constraints. The findings indicate that weak reading comprehension significantly hinders learners’ ability to interpret and respond to ML questions, with recognition and fluency further influencing performance, reflecting the literature on reading ability and aligning with Scarborough’s Reading Rope, which delineates how decoding and language comprehension interact to shape overall reading proficiency. Educators reported that learners often struggle with multi-step word problems, misinterpret key terms, and overlook punctuation cues, which negatively affects accuracy and efficiency. The study also highlighted the effects of micro- and macro-level factors, as well as limited reading practice outside school. These factors further constrain learners’ ability to engage meaningfully with ML tasks. The results underscore the need for targeted interventions that strengthen reading skills alongside ML instruction. Strategies such as explicit teaching of mathematical vocabulary, guided reading of word problems, and fluency-building exercises were recommended. While the study’s scope was limited to a specific district and subject, it provides a context-rich understanding of how reading ability intersects with ML performance. These insights contribute to curriculum planning, teaching practices, and professional development aimed at enhancing learner outcomes in Mathematical Literacy.