Teachers’ use of Asante Twi in teaching Mathematics at the early childhood centres in the Ejisu Municipality

Abstract

This study examined the effectiveness of using Asante Twi as a medium of instruction in teaching mathematics at early childhood centres in the Ejisu Municipality, Ashanti Region. Guided by an interpretivist paradigm and employing a qualitative exploratory case study design, data were collected from 25 purposively selected early grade teachers through semi-structured interviews. The findings revealed that teachers recognize the pedagogical benefits of using Twi, including enhanced learner engagement, improved conceptual understanding, increased confidence, and stronger peer collaboration. However, challenges such as limited standardized Twi instructional materials, inadequate mathematical vocabulary, parental preference for English, and insufficient institutional support were identified. The study recommends targeted teacher professional development, development of localized teaching resources, community sensitization, and stronger policy implementation to sustain and scale the benefits of native language instruction. Overall, the research highlights the transformative potential of Twi-mediated mathematics teaching in making learning culturally relevant and accessible, while underscoring the need for systemic reforms to ensure sustainability.