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Download full textTanja Coetzer; Candice Livingston; Elna Barnard – South African Journal of Childhood Education, 2023
Background: Several isiXhosa home language (HL) learners are excluded from meaningful mathematics learning because they are taught in English. Not only do teachers lack epistemological and pedagogical confidence in using multiple languages when teaching mathematics, but there are no mathematical registers for African languages that allow for…
Descriptors: Foreign Countries, African Languages, Native Language, Mathematics Instruction
