This article discusses how current South African primary maths curriculum pedagogical changes are characterised by a strengthened frame. This strengthened pedagogical frame results from strong sequencing and pacing and a transformed regulative discourse combining positional and expressive social features denoting mixed pedagogies. Sociological research indicates that the strong sequencing and pacing of pedagogic practices resonate with middle-class children and disadvantages poor and working-class learners. Drawing from both educational sociological studies and Bernstein's central thesis about the social-class basis of pedagogic framing, the paper shows how responsive pacing, sequencing, and mixed pedagogies that reflectively relate with the mathematical concepts to be relayed, ensure learning for children from different social classes. Based on the theoretical framework and related literature review, the paper explores second sites of learning strategies and compensatory pedagogic interventions that can disrupt middle-class social assumptions and support learning access for low-income -background learners in South African primary maths classes. Contextual tensions within the suggested approaches are also considered. Thus, this review offers sociological insights on humanising primary maths interactions that may interrupt social reproduction and ensure low-income children's pedagogic realisation.
