Enacting culturally relevant pedagogy in a grade 10 mathematics classroom: An analysis of lessons on functions

Rosina Nkadi Ngoako; France Masilo Machaba

doi:10.29333/ejmste/18507

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Rosina Nkadi Ngoako ¹ ^* , France Masilo Machaba ¹

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¹ Department of Mathematics Education, University of South Africa, Pretoria, SOUTH AFRICA^* Corresponding Author

Abstract

This study, using a qualitative interpretive approach, investigates how culturally relevant pedagogy (CRP) is enacted in a grade 10 mathematics classroom during three lessons on functions. Drawing on classroom observation transcripts, the paper examines pedagogical strategies employed by a mathematics teacher to facilitate conceptual understanding of linear functions. The analysis focused on language use, classroom discourse, instructional methods, and representations of mathematical concepts. Findings reveal that the teacher fostered academic success through scaffolded instruction, multiple representations, and dialogic teaching. While the lessons were predominantly teacher-led, learners engaged in questioning and mathematical reasoning, encouraging active participation. Although explicit sociopolitical content was not addressed, the structure and discourse of the lessons positioned learners as capable thinkers, laying the groundwork for critical mathematical agency. This paper argues that CRP can meaningfully enhance mathematics teaching in multilingual, multicultural classrooms and calls for further research on embedding critical consciousness within content instruction.

Keywords

culturally relevant pedagogy
functions
dialogic spaces
teaching
language

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 22, Issue 5, May 2026, Article No: em2830

https://doi.org/10.29333/ejmste/18507

Publication date: 04 May 2026

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Article Downloads: 7

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How to cite this article

APA

Ngoako, R. N., & Machaba, F. M. (2026). Enacting culturally relevant pedagogy in a grade 10 mathematics classroom: An analysis of lessons on functions. Eurasia Journal of Mathematics, Science and Technology Education, 22(5), em2830. https://doi.org/10.29333/ejmste/18507

Vancouver

Ngoako RN, Machaba FM. Enacting culturally relevant pedagogy in a grade 10 mathematics classroom: An analysis of lessons on functions. EURASIA J Math Sci Tech Ed. 2026;22(5):em2830. https://doi.org/10.29333/ejmste/18507

AMA

Ngoako RN, Machaba FM. Enacting culturally relevant pedagogy in a grade 10 mathematics classroom: An analysis of lessons on functions. EURASIA J Math Sci Tech Ed. 2026;22(5), em2830. https://doi.org/10.29333/ejmste/18507

Chicago

Ngoako, Rosina Nkadi, and France Masilo Machaba. "Enacting culturally relevant pedagogy in a grade 10 mathematics classroom: An analysis of lessons on functions". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 5 (2026): em2830. https://doi.org/10.29333/ejmste/18507

Harvard

Ngoako, R. N., and Machaba, F. M. (2026). Enacting culturally relevant pedagogy in a grade 10 mathematics classroom: An analysis of lessons on functions. Eurasia Journal of Mathematics, Science and Technology Education, 22(5), em2830. https://doi.org/10.29333/ejmste/18507

MLA

Ngoako, Rosina Nkadi et al. "Enacting culturally relevant pedagogy in a grade 10 mathematics classroom: An analysis of lessons on functions". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 5, 2026, em2830. https://doi.org/10.29333/ejmste/18507