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The comparison of different languages in terms of specific mathematical ideas can provide insights into the nature of mathematics and into the learning and teaching of mathematics in both languages. This paper uses a typological perspective to contrast the language of comparison of isiXhosa and English, specifically when comparing countable quantities and numbers. Four canonical early grade mathematics texts in South Africa, written in English and translated into isiXhosa, were used as a source and were compared using interlinear morphemic glossing. An analysis of the texts exemplifies differences between isiXhosa and English. For example, in isiXhosa the word  ngaphezulu  can mean both “more” and “above”. This can cause a conflict when using representations such as the standard hundred chart where bigger numbers appear below smaller numbers. These and other findings may be of interest to instructional designers, teacher educators, and teachers of early grade mathematics in both isiXhosa and English.

Diversity of mathematical expression: the language of comparison in English and isiXhosa early grade mathematics texts