Abstract
Many South African, grade R children fail to develop early number concepts that are a prerequisite for mathematics learning in the first grade. The same children may also enter formal education without adequate cognitive skills that are known to support mathematics learning. This paper theorizes that mathematics vocabulary, logical reasoning and classroom engagement (as output of the cognitive skills known as ‘executive functions’) are important skills for early number concept development. Although multilingual classrooms can be utilized for rich learning opportunities, they may also add to children’s ‘linguistic maze’. A theory of translanguaging describes how children can access various linguistic features or different autonomous languages, to maximize communication. The paper extends the theory of translanguaging to the domain of early number concept development and presents a hypothesis, suggesting that, together, an elaborated mathematics vocabulary, logical reasoning, and skills of executive functions significantly contribute to early number concept development. We make suggestions for improving underperforming young South African children’s mathematics understanding, specifically regarding expansion of their linguistic code, enhancing classroom engagement, and developing logical reasoning skills.