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Michael Mhlolo
Michael Mhlolo
Professor of Mathematics Education
Verified email at cut.ac.za
Title
Cited by
Cited by
Year
The nature and quality of the mathematical connections teachers make
MK Mhlolo, M Schafer, H Venkat
pythagoras 33 (1), 1-9, 2012
1022012
Mathematical connections of a higher cognitive level: A tool we may use to identify these in practice
MK Mhlolo
African Journal of Research in Mathematics, Science and Technology Educationá…, 2012
512012
Regular classroom teachers’ recognition and support of the creative potential of mildly gifted mathematics learners
MK Mhlolo
ZDM 49, 81-94, 2017
412017
Issues of teaching & learning in South Africa: A disjunction between curriculum policy and implementation
A Lelliott, W Mwakapenda, M Doidge, J Du Plessis, M Mhlolo, ...
African Journal of Research in Mathematics, Science and Technology Educationá…, 2009
262009
From coherence in theory to coherence in practice: A stock-take of the written, tested and taught National Curriculum Statement for Mathematics (NCSM) at further education andá…
MK Mhlolo
Unpublished doctoral dissertation. University of the Witwatersrandá…, 2011
242011
Towards empowering learners in a democratic mathematics classroom: To what extent are teachers' listening orientations conducive to and respectful of learners' thinking?
MK Mhlolo, M Schafer
pythagoras 33 (2), 1-9, 2012
222012
The merits of teaching mathematics with variation
M Mhlolo
Pythagoras 34 (2), 1-8, 2013
182013
Consistencies far beyond chance: an analysis of learner preconceptions of reflective symmetry
MK Mhlolo, M Schafer
South African Journal of Education 33 (2), 2013
162013
Lessons for South Africa from Singapore’s gifted education–A comparative study
A Milne, M Mhlolo
South African Journal of Education 41 (1), 2021
112021
Curriculum Coherence: An analysis of the National Curriculum Statement for Mathematics (NCSM) and the exemplar papers at Further Education and Training (FET) level in South Africa
MK Mhlolo, H Venkat
African Journal of Research in Mathematics, Science and Technology Educationá…, 2009
92009
Performance appraisal systems—equity perceptions of mathematics teachers: an exploratory study
MK Mhlolo
Journal of Psychology in Africa 24 (6), 487-491, 2014
72014
'The area of a triangle is 180░ C'-an analysis of learners' idiosyncratic geometry responses through the lenses of Vygotsky's theory of concept formation
MK Mhlolo, M Schafer
African Journal of Research in Mathematics, Science and Technology Educationá…, 2013
72013
Examining covert impediments to inclusive education for the mathematically gifted learners in South Africa
MK Mhlolo
The 9th Mathematical Creativity and Giftedness, 166-171, 2015
62015
Is Rote Learning of Number Concepts ‘Inherently Rotten’or Is It Just a Blame and Shame Game that Vitiates Principles of Natural Progression?
MK Mhlolo
Mediterranean Journal of Social Sciences 5 (27 P3), 1581, 2014
62014
An analysis of in-service mathematics teachers' conceptions of problem-solving in the subject at Midlands State University in Zimbabwe
M Chauraya, MK Mhlolo
African Journal of Research in Mathematics, Science and Technology Educationá…, 2008
62008
Potential gaps during the transition from the embodied through symbolic to formal worlds of reflective symmetry
MK Mhlolo, M Schäfer
African Journal of Research in Mathematics, Science and Technology Educationá…, 2014
52014
Regular classroom teachers’ recognition and support of the creative potential of mildly gifted mathematics learners’, ZDM Mathematics Education 49 (1), 81–94
MK Mhlolo
42017
Pre-service teachers’ awareness of gifted students’ characteristics
L Kalobo, MK Mhlolo
Mathematics Teaching and Professional Learning in sub-Sahara Africa, 219-230, 2021
32021
Students' dichotomous experiences of the illuminating and illusionary nature of pattern recognition in mathematics
MK Mhlolo
African Journal of Research in Mathematics, Science and Technology Educationá…, 2016
22016
Investigating learners' meta-representational competencies when constructing bar graphs
M Mhlolo
Pythagoras 36 (1), 1-10, 2015
22015
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