Abstract
The article proposes that cognitive developmental psychology and cognitive neuroscience theory need to feature more prominently in the theoretical frameworks for South African research on language in mathematics learning in the early years of school. I argue that, considering the state of mathematics learning in the foundation phase and the conundrum around the language of learning and teaching debate in the country, we need more integrated theoretical work for equally integrated analyses of learners and learning, moving beyond the practice of drawing from mostly single theories, such as bilingual education theory, or sociocultural theory. The article explains the reasoning behind the proposition for an expansion of the theoretical work in this field, claiming that policy decisions about language of learning and teaching depend on empirical research that includes theories from the cognitive sciences as framework.
Highlights
The language of learning mathematics the thesis of this conceptual essay is that South African researchers in mathematics education may benefit from a theoretical lens that includes, and goes beyond theories describing learner classroom performance and teacher practice
The National Education Evaluation and Development Unit (NEEDU) report (DBE, 2013a) gave sobering empirical evidence of the serious situation concerning the language of literacy and mathematics education in the foundation phase
The cost and the logistics of such research make it almost impossible to entertain the idea, especially if one considers the many languages in schools and their various dialectical forms
Summary
The language of learning mathematics the thesis of this conceptual essay is that South African researchers in mathematics education may benefit from a theoretical lens that includes, and goes beyond theories describing learner classroom performance and teacher practice. Children in rural parts of the eastern Free State, for example, may not use the same oral form of Sesotho as is used in Soweto Notwithstanding this huge challenge, I would argue that research in the language of mathematics learning and teaching is more important than ever. The exception is for Afrikaans learners, who continue with home language education throughout their school career and, learners who use English as their first language and who never have to switch their language of learning In this policy the assumption is that young children who learn concepts in an African language can translate all concepts and operations they have learned in the mathematics curriculum to English by the time they enter fourth grade and that these translations will aptly capture their conceptual development at that stage. It will not be possible to exhaust the vast literature and I will pinpoint only some of the authors that I have encountered in my search for a platform from which I try to understand language and mathematics learning in the conceptual development of young children
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