Enhancing Grade R Mathematics Learning Through a Teacher–Parent Collaborative Strategy

This study explored strategies for enhancing Grade R mathematics learning by fostering a collaborative teacher–parent partnership through a Participatory Action Research (PAR) approach underpinned by Bricolage theory. Recognizing the foundational importance of early numeracy skills for later academic success, the study addressed persistent gaps in the quality of early mathematics education, particularly in under-resourced contexts. Teachers and parents were engaged as co-researchers to jointly design and implement low-cost, contextually relevant numeracy activities, drawing on locally available resources. Data from reflective journals, collaborative workshops, and participant interviews were analysed thematically. The findings revealed that participatory collaboration enhanced children’ mathematical confidence, promoted creative pedagogy, and strengthened home–school continuity. However, challenges such as initial role confusion and time constraints required ongoing negotiation and reflection. The study concludes that a Bricolage-informed participatory framework empowers communities to co-create sustainable learning innovations and that fostering authentic teacher–parent partnerships is crucial for advancing early mathematics learning. Recommendations are made for teacher training, school practice, educational policy, and future research.