South African Journal of Childhood Education 3(2):a41 South African research in mathematical cognition and language in childhood : towards an expanded theoretical framework
Type
E-Journal
Authors
ISSN
2223-7682
Category
ECCE, Foundation
[ Browse Items ]
Publication Year
2013
Publisher
Aosis OpenJournals, Durbanville, Cape Town, South Africa
URL
[ private ]
Pages
21 p.
Subject
Early childhood education, Primary education, Foundation Phase, Theoretical framework, Mathematics education research, Language and conceptual development, Mathematical cognition, Conceptual development, South African education
Tags
Abstract
The article proposes that cognitive developmental psychology and cognitive neuroscience theory need to feature more prominently in the theoretical frameworks for South African research on language in mathematics learning in the early years of school. I argue that, considering the state of mathematics learning in the foundation phase and the conundrum around the language of learning and teaching debate in the country, we need more integrated theoretical work for equally integrated analyses of learners and learning, moving beyond the practice of drawing from mostly single theories, such as bilingual education theory, or sociocultural theory. The article explains the reasoning behind the proposition for an expansion of the theoretical work in this field, claiming that policy decisions about language of learning and teaching depend on empirical research that includes theories from the cognitive sciences as framework.
Description
Article
Number of Copies
1
