South African research in mathematical cognition and language in childhood: Towards an expanded theoretical framework
South African Journal of Childhood Education
| Field | Value | |
| Title | South African research in mathematical cognition and language in childhood: Towards an expanded theoretical framework | |
| Creator | Henning, Elizabeth | |
| Description | 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. | |
| Publisher | AOSIS | |
| Date | 2013-12-30 | |
| Identifier | 10.4102/sajce.v3i2.41 | |
| Source | South African Journal of Childhood Education; Vol 3, No 2 (2013); 21 pages 2223-7682 2223-7674 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://sajce.co.za/index.php/sajce/article/view/41/12
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