Madzore, Edwin2024-04-102024-04-102023-03https://hdl.handle.net/10539/38353A thesis submitted to the Faculty of Humanities in fulfilment of the requirement for the degree of Doctor of Philosophy, University of the Witwatersrand, Johannesburg, 2023This study investigated the impact of integrating the learning of mathematical vocabulary and the learning of mathematical content by Grade 11 learners in secondary schools in Gauteng province, South Africa. The main research question of the study is: what affordances does the integration of focused vocabulary and mathematical content learning provide for conceptual understanding and performance in mathematics? A cohort of Grade 11 learners (n=157) took part in this quasi-experimental study with control (n=83) and experimental (n=74). The experimental group was exposed to explicit learning of mathematical vocabulary using the Frayer model, while the control group used any other method preferred by their teachers. During the posttest, learners from the experimental group outperformed their counterparts in associating mathematical vocabulary with a mathematical graph. The study showed that the Frayer model is an effective strategy for learning mathematical vocabulary. When learners learnt mathematical vocabulary using the Frayer model, they mastered more vocabulary than their peers in the control group and this translated into improved conceptual understanding and performance in mathematics. There is a positive moderate correlation (r = 0.61) between the quantity of correct mathematical vocabulary that learners know and the marks those learners obtain in a mathematics test. The study further showed that it is possible to adopt Content and Language Integrated Learning (CLIL) in South African SchoolsenThesis