Mathematical literacy: mother-tongue intervention for measurement errors and misconceptions.
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| Title: | Mathematical literacy: mother-tongue intervention for measurement errors and misconceptions. |
|---|---|
| Authors: | Mulaudzi, Lebohang Victoria1 (AUTHOR) munyailv@ufs.ac.za, Ngcobo, Zanele Annatoria2 (AUTHOR) |
| Source: | Frontiers in Education. 2026, p1-17. 17p. |
| Subject Terms: | *Native language instruction, *Multilingual education, *Mathematics education, *Cognition, *Educators, *Sociocultural theory, *Zone of proximal development, Measurement errors |
| Abstract: | Introduction: This empirical study explores teachers' perspectives on the pedagogical role of the mother tongue in mitigating errors in Measurement. Although the cognitive benefits of mother-tongue instruction are widely acknowledged, limited research has examined how teachers distinguish between surface-level linguistic decoding and the deeper process of conceptual sense-making. The study argues that learners' heritage languages should be understood not as temporary translation devices, but as continuous cognitive resources that mediate conceptualisation in Mathematical Literacy. Methods: A qualitative interpretivist case study was adopted, involving semi-structured interviews and 12 classroom observations with 6 purposively selected teachers across diverse performance contexts, couched in Vygotsky's Sociocultural Theory, which conceptualizes the mother tongue as a cultural tool for scaffolding learning within the Zone of Proximal Development. Data generated from semi-structured interviews and 12 classroom observations were analyzed using Braun and Clarke's thematic analysis. Results: Based on teachers' accounts and classroom observations, the findings suggest that English as the language of learning and teaching may constrain conceptual access, with some teacher-reported learner difficulties in Measurement appearing to arise from misinterpretation of terminology rather than procedural weakness. Teachers reported that while direct translation has limitations, the strategic use of learners' home languages through culturally familiar analogies supported movement within the Zone of Proximal Development. Observations in Afrikaans-medium classrooms, where instruction and assessment were linguistically aligned, illustrated reduced cognitive load and greater focus on mathematical reasoning. Discussion: The study concludes that heritage languages function as continuous cognitive resources for conceptualization rather than mere temporary translation aids. The findings emphasize the need for structured multilingual pedagogies and improved linguistic resources to enhance equitable conceptual access in the unique South African educational landscape. [ABSTRACT FROM AUTHOR] |
| Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195183554 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Mathematical literacy: mother-tongue intervention for measurement errors and misconceptions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mulaudzi%2C+Lebohang+Victoria%22">Mulaudzi, Lebohang Victoria</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> munyailv@ufs.ac.za</i><br /><searchLink fieldCode="AR" term="%22Ngcobo%2C+Zanele+Annatoria%22">Ngcobo, Zanele Annatoria</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Frontiers+in+Education%22">Frontiers in Education</searchLink>. 2026, p1-17. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Native+language+instruction%22">Native language instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingual+education%22">Multilingual education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Sociocultural+theory%22">Sociocultural theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Zone+of+proximal+development%22">Zone of proximal development</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement+errors%22">Measurement errors</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Introduction: This empirical study explores teachers' perspectives on the pedagogical role of the mother tongue in mitigating errors in Measurement. Although the cognitive benefits of mother-tongue instruction are widely acknowledged, limited research has examined how teachers distinguish between surface-level linguistic decoding and the deeper process of conceptual sense-making. The study argues that learners' heritage languages should be understood not as temporary translation devices, but as continuous cognitive resources that mediate conceptualisation in Mathematical Literacy. Methods: A qualitative interpretivist case study was adopted, involving semi-structured interviews and 12 classroom observations with 6 purposively selected teachers across diverse performance contexts, couched in Vygotsky's Sociocultural Theory, which conceptualizes the mother tongue as a cultural tool for scaffolding learning within the Zone of Proximal Development. Data generated from semi-structured interviews and 12 classroom observations were analyzed using Braun and Clarke's thematic analysis. Results: Based on teachers' accounts and classroom observations, the findings suggest that English as the language of learning and teaching may constrain conceptual access, with some teacher-reported learner difficulties in Measurement appearing to arise from misinterpretation of terminology rather than procedural weakness. Teachers reported that while direct translation has limitations, the strategic use of learners' home languages through culturally familiar analogies supported movement within the Zone of Proximal Development. Observations in Afrikaans-medium classrooms, where instruction and assessment were linguistically aligned, illustrated reduced cognitive load and greater focus on mathematical reasoning. Discussion: The study concludes that heritage languages function as continuous cognitive resources for conceptualization rather than mere temporary translation aids. The findings emphasize the need for structured multilingual pedagogies and improved linguistic resources to enhance equitable conceptual access in the unique South African educational landscape. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3389/feduc.2026.1712887 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1 Subjects: – SubjectFull: Native language instruction Type: general – SubjectFull: Multilingual education Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Cognition Type: general – SubjectFull: Educators Type: general – SubjectFull: Sociocultural theory Type: general – SubjectFull: Zone of proximal development Type: general – SubjectFull: Measurement errors Type: general Titles: – TitleFull: Mathematical literacy: mother-tongue intervention for measurement errors and misconceptions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mulaudzi, Lebohang Victoria – PersonEntity: Name: NameFull: Ngcobo, Zanele Annatoria IsPartOfRelationships: – BibEntity: Dates: – D: 08 M: 07 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 2504284X Titles: – TitleFull: Frontiers in Education Type: main |
| ResultId | 1 |
