The experiences of teachers in the teaching of Mathematics to Grade 3 learners through Mother Tongue

Abstract

The researcher presents findings from a qualitative research study conducted in the Tshwane North District of the Gauteng province in South Africa. Evidence from the literature suggests that the use of the mother tongue as the Language of Learning and Teaching (LoLT) in mathematics teaching contributes significantly to the quality of teaching and learning. The study used semi-structured interviews to discover teachers’ experiences teaching Mathematics to Grade 3 learners in their mother tongue. A constructivist interpretivist approach was used, followed by balanced, sound and educationally accountable recommendations, resulting in a model proposed as a strategy to use when utilising the learners’ mother tongue as the language of learning and teaching in the Foundation Phase. The study is underpinned by the theories of social constructivism and intellectual development developed by Piaget, Ernest and Vygotsky, and the ecological human development theory of Bronfenbrenner. Document analysis and semi-structured in-depth interviews were used to explore the understanding of the Grade 3 teachers teaching mathematics in a mother tongue, the techniques they used to ensure effectiveness, and their challenges. The theories were an effective lens that empowered the researcher to see the link between the use of mother tongue and Mathematics instruction. The study revealed that the Grade 3 teachers understood mother-tongue teaching as a multicultural reality that entails the holistic development of learners, teachers’ competencies and professionalism, learning achievement, innovations and contextual issues. The study showed that the teachers believe they are effective in supporting Grade 3 learners and improving learning. However, they experience mother-tongue challenges, inadequate training of teachers, and difficulties in enforcing educational standards, rules, regulations and laws. The constitutional imperative is the challenge, which advocates. The unique contribution of the study is that mother-tongue teaching and learning can best be achieved using translanguaging. This innovative instructional strategy shows insightful results that uphold the merits of all languages in the instructional act. Policies, practices, and future studies need to explore the dynamics and characteristics of the different school contexts to ensure quality learning and teaching in primary schools.