Insights from the Zenex Foundation Seminar on Early Grade Mathematics: Building a Path Forward

Insights from the Zenex Foundation Seminar on Early Grade Mathematics: Building a Path Forward

At a Zenex Foundation seminar on supporting early grade mathematics in October 2024, a critical question emerged: why are early grade learners struggling in mathematics, and how can we address these persistent challenges? Here’s what we learned about the main barriers and some ways to move forward.

1. Language Issues
   Language often stands as a silent barrier in mathematics classrooms. Without understanding the language used, some of the foundational concepts are lost. As Prof. Nosisi Feza highlighted, language can either open doors or shut them. A solution? Bilingual, language-sensitive teaching that allows learners to engage with mathematics concepts in a familiar language. By making bilingual resources the norm rather than the exception, we could greatly enhance learning outcomes.
2. Learning and Teaching Support Materials
   Effective resources should empower both teachers and learners. Dr. Kim Porteus noted that DBE workbooks have had a positive impact, but these resources need a refresh to better support innovation and bilingualism in classrooms. High-quality, scaffolded resources that accommodate diverse language needs could make mathematics less intimidating and more engaging.
3. Curriculum Complexity
   Another critical insight from the seminar was the overloaded, fragmented curriculum, which sees mathematics as a series of disjointed skills rather than a cohesive subject. Prof. Nicky Roberts advocated for regular, research-driven curriculum reviews, proposing a deeper but narrower approach that focuses on “number sense” and fundamental skills. Realigning curriculum goals with what learners realistically need could allow them to build stronger mathematical foundations without being overwhelmed.
4. Teacher Training
   Teachers are at the core of learning, but many enter classrooms without a strong background in mathematics. This creates a cycle of weak mathematics teaching, as Mr Gary Powell stressed. We need sustained, in-depth professional development and Professional Learning Communities (PLCs) where teachers can grow their skills over time. Light touch, long term approaches and in-depth professional development programmes can help teachers feel more confident in delivering mathematics content effectively.

What’s Next?
To make real progress, we must address these issues holistically: equip teachers with the resources and training they need, strengthen the curriculum, and remove language barriers. This is not an overnight fix, but with thoughtful changes, we can create a learning environment where every child has a fair shot at success in mathematics.

Please click here to listen to seminar proceedings and panel discussion.