Foundational-Level Mathematics Teaching Using Learners' Mother Tongue

Abstract

This study investigated the use of mother tongue teaching in South African township schools for Black people. It hoped to contribute to the limited literature on mathematics education using mother tongue. The literature review used a descriptive qualitative approach. Data were collected, analysed, and interpreted from semi-structured interviews. The study investigated mathematical concepts in the learners' native language. Inadequate standards, legislation, rules for implementation, and inadequate teacher training, were barriers to instruction in mother language. The constitution mandated the use of 11 official languages as outlined in the Languages in Education Policy. The study advocates for trans-languaging in educating in mother tongue. The results of mother tongue teaching were illuminating and reaffirmed the value of exposing learners to more than one language in primary schools. Effective learning and instruction of mathematics in mother language require policies, methods, and future research sensitive to dynamic and distinctive qualities of several school environments.