ISSN 2039-2117 (online) ISSN 2039-9340 (print) Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy Vol 5 No 20 September 2014 1243 An Investigation into Some Lexical Ambiguities in Algebra: South African Experience Prof Emmanuel O. Adu PhD Faculty of Education, University of Fort Hare, South Africa eadu@ufh.ac.za Mrs Olabisi Olaoye Faculty of Education, University of Fort Hare South Africa olabisiolaoye@yahoo.com Doi:10.5901/mjss.2014.v5n20p1243 Abstract Many scholars in the field of mathematics education have written a lot about algebra. They commented that the simple and consistent rules for using abstract numbers and the shorthand symbols for mathematical verbs and operators in algebra evolved very slowly. Therefore, this study has revealed some of the lexical ambiguities in algebra aspect of mathematics. These ambiguities include among others; word problem in algebra, fallacies and hitches of word problem in algebra, linguistic complexity in algebra, proficiency in language of instruction problem just to mention but a few. The model for conceptualizing algebraic activity was no left behind. The study however recommends among others that there should be a paradigm shift in the method of teaching algebra and mathematics as a subject so as to enhance students’ academic performance. The choice of methodology especially the student-centred methods (contemporary methods of teaching) are very pertinent at this stage since researches have shown that many students have phobia for mathematics. Hence, there is need for teachers to update their knowledge about the problem solving skills that can be used as a panacea to mathematics phobia and algebra ambiguities. Keywords: Lexical ambiguities, Algebra, Mathematics, Language, South Africa experience 1. Introduction In the recent years, the need to maintain a globally competitive workforce and the trend of interest in science and technology has made researchers to place much emphasis on mathematics because all other science related subjects are expressed, formulated and communicated through mathematics. Also, mathematics is important even in shaping how individuals deal with the various aspects of private, social and civil life. (Bouchey and Harter, 2005). Despite the importance of mathematics it is quiet unfortunate that many nations are grappling with students’ underachievement in mathematics. This has become a major preoccupation of policy makers, think tanks, mathematics educators and all stakeholders involved in a bid to proffer a lasting solution to the problem. In the past 30 years, a plethora of research studies have shown that the major difficulties learners encounter in mathematics is in the area of language, they pointed out the relationship between language and mathematics teaching and learning. (Barwell. 2005). It has even been suggested that the difficulties children encounter in mathematics might be a reflection of deficient linguistic processes as opposed to deficits in quantitative processes (Lefebvre et.al; 2010). Again, studies have revealed that children tend to have difficulty with language-based mathematical tasks (e.g. number fact, word problems) than with tasks that have fewer language demands.(Morgan, 2007). The supposition of all these findings is that there is an inextricable link between linguistic skills and mathematical performance, pointing out the interrelationship between language and mathematics that mathematics is not ‘language free’ because despite its abstract nature, use of symbols and graphical representation, it is still expressed through language. Daniel and James (2003) state that research efforts should be directed towards studies that would explore the relationship among selected aspects of mathematics performance and various linguistic skills. Again, one of the challenges encountered by mathematics students in multilingual classroom settings like in the case of South Africa is that of linguistic alienation from the classroom discourse, because they lack fluency and proficiency in the language of teaching and learning, students are particularly disadvantaged with respect to their ability to listen with understanding, to comprehend the written word, to express themselves orally and in writing, and to develop conceptual understanding of