September 27, 2025International Journal of Educational Development in AfricaOpen Access

Teachers’ Perspectives of African Languages in Teaching Mathematics: Is There a Place for Sepedi?

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Authors

SMSafura MeeranUniversity of South Africa PBPiera BiccardSouth University

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Implication

Interviews reveal language barriers in mathematics instruction for intermediate phase learners, suggesting a reevaluation of using Sepedi as the medium of instruction.

Key Points

English poses a significant barrier to learning mathematics for intermediate phase learners, impacting their comprehension.
The study highlights a debate on using Sepedi for teaching in Grade 4 versus English to enhance cultural capital in mathematics.
Teachers lack sufficient mathematical terminology in Sepedi, which limits their ability to engage learners in deeper mathematical discussions.
Recommendations include equipping teachers with strategies for using Sepedi effectively to improve mathematics education.

Cite This Study

Meeran et al. (2025) studied this question.

synapsesocial.com/papers/68d7be5eeebfec0fc523764e https://doi.org/10.25159/2312-3540/19025

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Implication

Interviews reveal language barriers in mathematics instruction for intermediate phase learners, suggesting a reevaluation of using Sepedi as the medium of instruction.

Teachers’ Perspectives of African Languages in Teaching Mathematics: Is There a Place for Sepedi?

Discussion

Member takes

Implication

Key Points

Cite This Study

Teachers’ Perspectives of African Languages in Teaching Mathematics: Is There a Place for Sepedi?

Discussion

Member takes

Implication

Key Points

Cite This Study

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