Primary teacher education: A reflection on language in mathematics education
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Resumo
Background: South Africa is implementing a mother tongue-based bilingual education strategy. This shift in language policy has significant implications for mathematics teaching and for the preparation of mathematics teachers in initial teacher education (ITE) programmes. Objectives: The Primary Teacher Education (PrimTEd) knowledge and practice standards articulate the intended core curriculum for all primary teachers graduating from ITE programmes. This article examines the extent to which these standards are aligned with the emerging multilingual policy context. Method: We analysed the content of the PrimTEd Mathematics Knowledge and Practice Standards’, from a ‘language(s) in mathematics education’ perspective. All instances where language is explicitly referenced or implicitly invoked are identified and categorised. In critically reflecting on the findings, we note what is absent and illustrate how the policy framework could be strengthened. Results: Three approaches to language(s) are evident: through general pedagogical standards; through standards related to mathematical acting and thinking; and through the specification of knowledge of various problem types. However, the standards remain generic and high level, offering limited guidance for mathematics course design. We make two contributions towards greater specification. Firstly, we propose performance-level descriptors that articulate levels of attainment for language-responsive teaching (using the example of addition and subtraction). Secondly, we provide illustrative examples of ‘gap-generating’ words and phrases known to contribute to learner confusion in this domain. Conclusion: We argue for more explicit identification of gap-generating language and research that supports language-responsive teaching within the multilingual context envisaged for South African teacher education. Contribution: This article clarifies how language and mathematics are conceptualised in the PrimTEd standards and offers illustrations that could be used to inform mathematics course design and programme strengthening.
Dados da obra
- Tipo
- Artigo
- Periódico
- Reading & Writing, v. 17, n. 1, p. e1-e11
- Editora
- AOSIS
- Ano
- 2026 (2026-07)
- Idioma
- en
- Palavras-chave
- primted knowledge and practice standards; primary teacher mathematics education; language in mathematics education; mother tongue-based bilingual education; gap-generating words
- Temas
- Currículo, Formação de Professores de Matemática
- DOI
- 10.4102/rw.v17i1.663
- ISSN
- 2079-8245, 2308-1422
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ROBERTS, Nicky; KOK, Lyn. Primary teacher education: A reflection on language in mathematics education. Reading & Writing, v. 17, n. 1, p. e1-e11, 2026. DOI: https://doi.org/10.4102/rw.v17i1.663.
APA
Roberts, N., & Kok, L. (2026). Primary teacher education: A reflection on language in mathematics education. Reading & Writing, 17(1), e1-e11. https://doi.org/10.4102/rw.v17i1.663
BibTeX
@article{roberts2026,
author = {Roberts, Nicky and Kok, Lyn},
title = {Primary teacher education: A reflection on language in mathematics education},
year = {2026},
journal = {Reading \& Writing},
volume = {17},
number = {1},
pages = {e1-e11},
publisher = {AOSIS},
doi = {10.4102/rw.v17i1.663},
language = {en}
}RIS
TY - JOUR AU - Roberts, Nicky AU - Kok, Lyn TI - Primary teacher education: A reflection on language in mathematics education PY - 2026 JO - Reading & Writing VL - 17 IS - 1 SP - e1 EP - e11 DO - 10.4102/rw.v17i1.663 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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