Mathematics Instruction in Mother Tongue: Exploring the Impacts of Teaching Mathematics in Nigerian Local Languages

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 4
  In Roundtable Session: Mathematics Learning for Multilingual Students

Abstract

This study explores the experiences of teachers and students using Nigeria’s major indigenous languages, Hausa, Yoruba, and Igbo, for mathematics instruction. In a context where English dominates, linguistic mismatches hinder student understanding. Through qualitative interviews, findings show that teaching in local languages enhances conceptual clarity, reduces anxiety, and fosters engagement. Cultural relevance helps students connect abstract math concepts to everyday experiences. However, challenges remain, including a lack of standardized math terms and limited resources in native languages. The study highlights the need for bilingual models and culturally responsive teacher training. It offers practical insights for improving equity and learning outcomes in multilingual classrooms and emphasizes the potential of local language instruction in creating inclusive and effective mathematics education.

Authors

• Kafayat Amoke Adesina, Clemson University

• Augustine Owusu Achiaw, Clemson University

• Edwin Nii Bonney, Clemson University

• Gertrude Arthur, University of Missouri

• Ibraheem Abiola Alabi, Lagos State University of Education