Resumo

MULAUDZI, Lebohang Victoria. Multilingual integrated pedagogical model for enhancing mathematical literacy in South Africa. Journal of Education [online]. 2024, n.95, pp.23-45. ISSN 2520-9868.  https://doi.org/10.17159/2520-9868/i95a02.

In this conceptual paper, I propose a groundbreaking Multilingual Integrated Pedagogical Model designed to address the intricate challenges of teaching mathematical literacy in South Africa's diverse linguistic context. Drawing from theories of multilingual education, cognitive development, and effective pedagogy, the model emphasises leveraging students' linguistic diversity as a cognitive asset. It outlines a comprehensive approach encompassing curriculum design, dynamic instructional strategies, culturally relevant assessments, and targeted teacher training. By integrating students' native languages and embracing their cultural backgrounds, the model aims to foster deeper engagement, improved comprehension, and enhanced mathematical literacy. Here, I discuss the model's theoretical foundations, development process, and potential benefits, envision its transformative impact on mathematical education in South Africa and offer insights into adaptability for similar multilingual settings globally. Through this innovative model, the aspiration is to bridge the gap between language diversity and effective mathematical communication, ultimately nurturing a generation of empowered learners.

Palavras-chave : mathematical literacy; multilingual integrated pedagogical model; South Africa; linguistic diversity; curriculum.

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