Embracing Vernacular: Transformative Trends in Multilingual Grade 3 Mathematics Teaching

Resumo

This study explored the instructional strategies used by Grade 3 teachers to develop number sense in Sepedi-medium multilingual classrooms in the Foundation Phase. Historically, mathematics instruction was often delivered through dominant or official languages, which could disadvantage learners whose home languages differed from the language of teaching and learning. Guided by Vygotsky's sociocultural theory, this qualitative study investigated how teachers employed vernacular-language-based pedagogical practices to support mathematical understanding in multilingual classrooms. Data was generated through classroom observations and teacher interviews involving two Grade 3 teachers from two schools. The findings revealed that teachers employed strategies such as code-switching, questioning, collaborative learning, and teacher-made resources to facilitate learners' participation and conceptual understanding of mathematics. The study found that purposeful questioning encouraged learners to explain and justify their mathematical thinking. At the same time, flexible language use, particularly the integration of Sepedi and English, helped bridge communication barriers and enhance learner engagement. Collaborative learning activities and locally developed teaching resources further supported the development of number sense. However, challenges related to limited mathematics resources in vernacular languages and insufficient teacher support constrained the effective implementation of multilingual pedagogies. The study highlights the important role of language, social interaction, and instructional tools in mediating mathematical learning and underscores the value of purposeful instructional practices in multilingual Foundation Phase classrooms. While the findings are context-specific and not intended for generalisation, they offer insights that may inform teacher professional development, resource provision, and the implementation of multilingual mathematics instruction in similar educational settings.

Dados da obra

Tipo

Artigo

Periódico

Journal of Research in Science Mathematics and Technology Education, v. 9, n. 3, p. 31-53

Ano

2026 (2026-09-12)

Palavras-chave

vernacular language; Sepedi; number sense; third grade mathematics; Foundation Phase; code-switching; cooperative learning; language of instruction; Vygotsky's sociocultural theory; teacher professional development

Temas

Formação de Professores de Matemática

DOI

10.31756/jrsmte.933

ISSN

2577-6789

Licença

cc-by

Acesso

Download disponível

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026