Keywords:
foundational numeracy
teacher professional development
curriculum design
language of instruction
number sense
spatial reasoning

  • Abstract

    This study presents a comprehensive review of two decades (2005–2025) of research on early grade mathematics (Grade R–2), examining trends, persistent challenges, and implications for teaching, learning, and policy. Using a convergent parallel mixed-methods synthesis design, the study integrates systematic review findings from 17 empirical studies with bibliometric analyses of 42 peer-reviewed articles retrieved from Scopus and Web of Science. Bibliometric results reveal a growing scholarly interest in foundational mathematics post-2015, particularly from South Africa, with dominant research themes including number sense, teacher training, and curriculum design. Systematic review findings highlight persistent difficulties in number sense, mental calculation, spatial reasoning, and word-problem solving. Key contributing factors include limited teacher content knowledge, language-of-instruction mismatches, and inadequate access to manipulatives and professional development. The study is grounded in Ecological Systems Theory, Constructivist Learning Theory, and Human Capital Theory, which collectively underscore the interconnected roles of systemic context, instructional design, and socio-economic outcomes. The review identifies critical gaps in technology-enhanced pedagogy, particularly the integration of AI-assisted tools in early mathematics instruction. It recommends scaling evidence-based practices such as the CPA (Concrete–Pictorial–Abstract) approach, context-relevant teacher training, and aligned language-in-education policies. Findings suggest that addressing foundational mathematics challenges is essential not only for academic equity but also for equipping learners with the cognitive tools needed for lifelong learning and workforce readiness in an increasingly digital economy.

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Egara, F., & Mosia, M. (2026). Two decades of early grade mathematics (Grade R–2): A systematic and bibliometric review of research trends, challenges, and implications. Multidisciplinary Reviews, 9(8), 2026359. https://doi.org/10.31893/multirev.2026359
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