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R. Ngoako

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Open access Oct 2026

When Confidence Masks Conceptual Gaps: Examining Teachers’ Knowledge of Graphs and Procedural Approaches to Teaching

Graphs are a conceptually demanding yet foundational component of school mathematics, yet their teaching is often shaped by procedural routines that can obscure weak conceptual understanding. A persistent concern is that teachers’ confidence in teaching graphs may be mistaken for secure topic-specific knowledge, even t...

R. Ngoako, M. Ngoveni · 0 citations
Open access Aug 2026

Critical Discourse Analysis of Mathematical Teaching Practices

Classroom discourses play a crucial role in shaping how learners understand mathematical concepts, particularly in multilingual South African classrooms. This qualitative study employs critical discourse analysis (CDA) to examine how the language practices, teacher–student interactions, and underlying power relations i...

M. Machaba, R. Ngoako · 0 citations

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