| The nature and quality of the mathematical connections teachers make MK Mhlolo, M Schafer, H Venkat pythagoras 33 (1), 1-9, 2012 | 102 | 2012 |
| 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 Education …, 2012 | 51 | 2012 |
| Regular classroom teachers’ recognition and support of the creative potential of mildly gifted mathematics learners MK Mhlolo ZDM 49, 81-94, 2017 | 41 | 2017 |
| 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 Education …, 2009 | 26 | 2009 |
| 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written, tested and taught National Curriculum Statement for Mathematics (NCSM) at further education and … MK Mhlolo Unpublished doctoral dissertation. University of the Witwatersrand …, 2011 | 24 | 2011 |
| 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 | 22 | 2012 |
| The merits of teaching mathematics with variation M Mhlolo Pythagoras 34 (2), 1-8, 2013 | 18 | 2013 |
| Consistencies far beyond chance: an analysis of learner preconceptions of reflective symmetry MK Mhlolo, M Schafer South African Journal of Education 33 (2), 2013 | 16 | 2013 |
| Lessons for South Africa from Singapore’s gifted education–A comparative study A Milne, M Mhlolo South African Journal of Education 41 (1), 2021 | 11 | 2021 |
| 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 Education …, 2009 | 9 | 2009 |
| Performance appraisal systems—equity perceptions of mathematics teachers: an exploratory study MK Mhlolo Journal of Psychology in Africa 24 (6), 487-491, 2014 | 7 | 2014 |
| '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 Education …, 2013 | 7 | 2013 |
| 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 | 6 | 2015 |
| 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 | 6 | 2014 |
| 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 Education …, 2008 | 6 | 2008 |
| 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 Education …, 2014 | 5 | 2014 |
| Regular classroom teachers’ recognition and support of the creative potential of mildly gifted mathematics learners’, ZDM Mathematics Education 49 (1), 81–94 MK Mhlolo | 4 | 2017 |
| Pre-service teachers’ awareness of gifted students’ characteristics L Kalobo, MK Mhlolo Mathematics Teaching and Professional Learning in sub-Sahara Africa, 219-230, 2021 | 3 | 2021 |
| 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 Education …, 2016 | 2 | 2016 |
| Investigating learners' meta-representational competencies when constructing bar graphs M Mhlolo Pythagoras 36 (1), 1-10, 2015 | 2 | 2015 |
