Critical Discourse Analysis of Mathematical Teaching Practices
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Resumo
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.
Dados da obra
- Tipo
- Artigo
- Periódico
- The International Journal of Science Mathematics and Technology Learning
- Ano
- 2026 (2026-08-06)
- Idioma
- en
- Palavras-chave
- classroom discourse; multilingual classrooms; teacher-student relationship; power in the classroom; code-switching; language of instruction; learner autonomy; student participation; functions; teacher questioning; dialogic teaching; South African mathematics education
- Temas
- Práticas Pedagógicas
- DOI
- 10.18848/2327-7971/cgp/a229
- ISSN
- 2327-7971, 2327-915X
- Licença
- cc-by-nc-nd
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
MACHABA, Masilo France; NGOAKO, Rosina Nkadi. Critical Discourse Analysis of Mathematical Teaching Practices. The International Journal of Science Mathematics and Technology Learning, 2026. DOI: https://doi.org/10.18848/2327-7971/cgp/a229.
APA
Machaba, M. F., & Ngoako, R. N. (2026). Critical Discourse Analysis of Mathematical Teaching Practices. The International Journal of Science Mathematics and Technology Learning. https://doi.org/10.18848/2327-7971/cgp/a229
BibTeX
@article{machaba2026,
author = {Machaba, Masilo France and Ngoako, Rosina Nkadi},
title = {Critical Discourse Analysis of Mathematical Teaching Practices},
year = {2026},
journal = {The International Journal of Science Mathematics and Technology Learning},
doi = {10.18848/2327-7971/cgp/a229},
language = {en}
}RIS
TY - JOUR AU - Machaba, Masilo France AU - Ngoako, Rosina Nkadi TI - Critical Discourse Analysis of Mathematical Teaching Practices PY - 2026 JO - The International Journal of Science Mathematics and Technology Learning DO - 10.18848/2327-7971/cgp/a229 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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