Critical Discourse Analysis of Mathematical Teaching Practices

Abstract

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 influence learning in a series of Grade 10 lessons on functions. Drawing on Fairclough’s CDA framework, the study analyzes transcripts of three consecutive lessons to explore how teacher authority, questioning patterns, and classroom norms affect learner participation. The findings show that the teacher’s dominant use of the Initiation–Response–Evaluation pattern and procedural explanations limit opportunities for learner reasoning and autonomy. Code-switching emerges as a supportive strategy for bridging linguistic gaps; however, it also reveals tensions between the language of instruction and learners’ home languages. The results indicate that current discourse practices prioritize efficiency and correctness, contributing to surface-level understanding rather than conceptual engagement. The study recommends a shift toward dialogic and learner-centered approaches that promote equitable participation and deeper mathematical thinking. By highlighting how language and power operate in everyday classroom talk, this research provides insights for improving mathematics teaching in multilingual contexts.