Supporting neurodiverse learners via cultural play and technology in early childhood mathematics

Abstract

Background: Neurodiversity in mathematics classrooms embraces learners with mathematical barriers. This article contends that cultural play and technology can be used to support neurodiverse learners in teaching mathematics in early childhood as they incorporate inclusivity, equity and diversity.
Aim: The article explores the educators’ lived experiences in supporting neurodiverse learners through cultural play and technology in teaching mathematics in early childhood.
Setting: Twelve mathematics foundation phase teachers in Limpopo province, South Africa, participated in the study.
Methods: In this qualitative study, hermeneutic phenomenology was employed. The data were collected through semi-structured interviews, document analysis and non-participant observations to gather educators’ lived experiences of this phenomenon.
Results: It was showed that educators have lived experiences in using digital games that integrate African culture to teach mathematical skills to neurodiverse learners. Their lived experiences were expressed during the interviews, while lesson plans and observations showed a gap in teaching practices.
Conclusion: It is suggested that educators need more training on how to use the knowledge from the curriculum framework to integrate cultural play and technology to support neurodiverse learners in teaching mathematics.
Contribution: The novelty of this research lies in using digital play that integrates cultural practices to teach young learners with mathematical difficulties. Differentiated teaching can also be incorporated in these approaches.