Promoting equitable early mathematics learning: Enacting cognitive justice in childhood classrooms

Abstract

Background: Internationally, teachers are not equipped to promote equitable and cognitive justice in early mathematics classrooms. Cognitive justice and Vygotsky’s sociocultural theories underpinned this study, as they argue that equitable mathematics aligns with mediated tools and cultural practices, contributing to cognitive justice.
Aim: This article examines adaptable approaches that support equitable teaching and learning of early mathematics.
Setting: Twelve early childhood mathematics teachers from four rural schools in Limpopo, South Africa, participated in this study.
Methods: Hermeneutic phenomenological research was employed in this qualitative study to elicit participants’ lived experiences with adaptable approaches that support equitable teaching and learning of early mathematics. Data were collected through semi-structured interviews and non-participant observations.
Results: The findings indicated that teachers are aware of the significant integration of technologies and culturally responsive play-based pedagogies to promote equitable early mathematics education. However, there are inconsistencies in their classroom practices as a result of unclear curricula, inadequate professional development, and limited access to digital tools in under-resourced schools. The study contributes analytically to teacher education by showing how teachers navigate tensions between equity-oriented pedagogical intentions and structural constraints when implementing cognitive justice in early mathematics classrooms.
Conclusion: Considering the findings, the article suggests continuous professional development, the use of accessible digital resources and lesson exemplars that integrate technology, cultural practices and play-based pedagogies for cognitive justice.
Contribution: This research contributes to the growing literature on equitable education and cognitive justice in early childhood mathematics.