Using the Native Language in Teaching Kindergarten Mathematics

The use of the native language as a medium of instruction is believed to be the fastest and most
natural route towards developing a strong foundation in mathematics literacy. This study examined
the effect of using the native language in the teaching of kindergarten mathematics. A total of 34 five
to six year old children went through a pretest-posttest, quasi-experimental study with 17 participants
in each of the control or English group and the native language (Waray) or experimental group,
respectively. It was assumed that the use of the native language would increase academic
performance in mathematics. Findings revealed a highly significant difference between the mean gain
of the control and experimental groups (p-value=.000) indicating that the level of mathematics
performance of the experimental group was significantly higher than that of the control group. The
result implies that the kindergarten pupils exposed to the native language performed better in
mathematics than those who were exposed to English. The study concludes that the use of the native
language in teaching kindergarten mathematics results in a higher mathematics performance than the
use of a foreign language as a medium of instruction. The study therefore suggests that the native
language could be maximized in the kindergarten by allowing the children to use it fluidly in
understanding basic concepts, acquiring academic language proficiency and using it as a cornerstone
to learn another language. Being proficient in the language of instruction, be it the native language or
any other language can lead to better chances in achieving academic success.