Maltese as a resource for learning measurement at primary level : a curriculum design project

Abstract

In mathematics education, equity means ensuring equal opportunities for all students, irrespective of their language preference, ethnicity, gender, or socioeconomic status, to participate in classroom experiences that promote meaningful learning of mathematics. An effective approach to supporting a solid foundation in mathematics literacy is the incorporation of students' native languages in early childhood mathematics education. This project focuses on using the Maltese language as a valuable resource to teach mathematics, specifically focusing on the measurement strand of the curriculum of Year 2 level (i.e. 6-7 year olds). The primary objective is to create an Integrated Curriculum Handbook that provides educators with practical ideas and strategies for seamlessly integrating mathematics into other subject areas, such as Religious Studies, Social Studies, and Nurture groups. This handbook adopts the emergent approach, with a specific focus on utilizing the Maltese language as a resource, particularly in teaching and learning the measurement strand. It aims to empower educators with a diverse range of resources and activities that can be utilised as indicated in the handbook or easily adapted to suit the specific needs of each lesson. The activities promote cross-curricular connections and a holistic approach to learning, creating inclusive and supportive environments where students effectively comprehend and articulate mathematical concepts. By utilizing the potential of the Maltese language as a cognitive tool, educators can facilitate a more engaging and accessible mathematics education experience, particularly in the measurement strand of the curriculum, ultimately fostering an inclusive and effective learning environment.