The practicality of teaching mathematics in Shona in the Zimbabwean primary schools

Abstract

This study aims to explore the feasibility of teaching mathematics in Shona in Zimbabwean primary schools. The teaching of mathematics in indigenous languages as early as the infant stage in Zimbabwe was justified by the Ministry of Education based on the understanding that pupils are capable of expressing mathematical ideas freely if their native language is used for instruction. However, in Zimbabwe, despite Shona being one of the local languages spoken by most learners, the decision has provoked disagreements and contentions among educators. It is in this regard that the possibility of teaching mathematics in Shona is investigated. The study is informed by the qualitative approach of research, through interviews and observations to capture the concerns and perceptions of primary school teachers about the issue under discussion. The study found that there is a mismatch between the ministry’s expectations, the teaching context and the recognition that Shona is receiving in the education system of Zimbabwe. The study recommends that appropriate materials be availed to support the use of Shona to teach mathematics at infant level, practitioners receive appropriate training to implement the curriculum and that Shona should be adequately recognised in all sectors of the country.