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· Education sciences· 0 citations
Learner misbehavior in South African schools remains a persistent and complex challenge, particularly in rural and under-resourced contexts where socio-economic adversity and institutional fragility shape everyday classroom dynamics. This study explores how teachers in a rural Mpumalanga secondary school experience and...
M. Ngoveni, E. Pitsoane· The International Journal of...· 0 citations
Generative artificial intelligence (GenAI) is increasingly used by students to obtain explanations, generate ideas, improve written responses and prepare assessment tasks. However, limited evidence exists on how students in open-distance alternative-access programmes experience GenAI in mathematics assessment....
Examination of how South African ODeL students describe and rationalise their use of large language model tools in academic writing indicates that students consistently frame paraphrasing as an ethical practice aligned with institutional expectations, even when their engagement with AI involves varying degrees of autom...
M. Ngoveni, M. Graham, Mathelela Steyn Mokgwathi· Journal of Education and Tra...· 0 citations
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