Publications
Full list of SANC Project Publications
This page lists all the research outputs that the project team and students have generated since the Chair inception in 2011. For access to the PDF of the publication, please visit each researchers' individual page via the links shown below.
- Prof Graven (2018 to 2014) and (2013 and earlier)
- Peter Pausigere
- Sally-Ann Robertson
- Lucy Sibanda
- Debbie Stott
- Masters students
- Project team conference presentations without proceedings
- See also White Papers & Discussion Documents produced by the project team
Publications by category
Click on one of these links to see publications by a particular topic
| Teacher development | After school maths clubs | Community maths | Learner disposition | Theoretical | Learner progression | In professional development spaces |
| Most recent publications are shown first. Quick links to publications for a particular year: | 2019, 2018, 2017, 2016, 2015, 2014, 2013, 2012, 2011 |
2019
Cortina, J., Visnovska, J., Graven, M. & Vale, P. (2019). Instructional design in pursuing equity: The case of the 'Fraction as Measure' sequence. In Govender, N., Mudaly, R., Mthethwa, T. & Singh-Pillay, A. Promoting research-based opportunity for all: Proceedings of the 27th Annual Conference of the Southern African Association for Mathematics, Science and Technology Education (pp. 16 - 28). SAARMSTE: 老虎机游戏_pt老虎机-平台*官网 of KwaZulu Natal, Durban.
Graven, M. & Venkat, H. (2019). [short paper] Diagnostic assessments for supporting moves toward strategic calculating and reasoning. In Book of Abstracts, Short Papers & Snapshots (pp. 105 - 108). SAARMSTE: 老虎机游戏_pt老虎机-平台*官网 of KwaZulu Natal, Durban.
Westaway, L., Chikiwa, S. & Vale, P. (2019). [short paper] The role of video in the development of preservice teachers' mathematics lesson planning. In Book of Abstracts, Short Papers & Snapshots (pp. 319 - 322). SAARMSTE: 老虎机游戏_pt老虎机-平台*官网 of KwaZulu Natal, Durban.
Chikiwa, S. (2019). [short paper] Developing pre-service teachers' reflective practice and the knowledge required for teaching maths. In Book of Abstracts, Short Papers & Snapshots (pp. 55 - 59). SAARMSTE: 老虎机游戏_pt老虎机-平台*官网 of KwaZulu Natal, Durban.
2018
Graven, M., & Venkatakrishnan, H. (2018). Promoting teaching and learning of strategic calculation and thinking through diagnostic assessments. Integrated Education for the Real World 5th International STEM in Education Conference(pp. 123-129). Brisbane: Queensland 老虎机游戏_pt老虎机-平台*官网 of Technology.
Sibanda, L., & Graven, M. (2018). Can mathematics assessments be considered valid if learners fail to access what is asked of them? South African Journal of Childhood Education, 1–12.
Robertson, S.-A., & Graven, M. (2018). Exploratory mathematics talk in a second language: A sociolinguistic perspective. Educational Studies in Mathematics, 1–18. http://doi.org/10.1007/s10649-018-9840-5
Robertson, S.-A., & Graven, M. (2018). Using a transdisciplinary framework to examine mathematics classroom talk taking place in and through a second language. ZDM, 50(6), 1013–1027. http://doi.org/10.1007/s11858-018-0952-2
Vale, P., & Graven, M. (2018). Facilitating conceptual engagement with fractions through suspending the use of mathematical terminology. In E. Bergqvist, M. ?sterholm, C. Granberg, & L. Sumpter (Eds.), Proceesings of the 42nd Conference of the International Group for the Psychology of Mathematics Education(Vol. 4, pp. 331–338). Ume?, Sweden: PME.
Visnovska, J., Cortina, J. L., Vale, P., & Graven, M. (2018). The Role of the Story in Enabling Meaningful Mathematical Engagement in the Classroom. In J. Hunter, P. Perger, & L. Durragh (Eds.), Making waves, opening spaces (Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia)(pp. 717–724). Auckland, New Zealand: MERGA.
Graven, M., & Jorgensen, R. (2018). Unexpected outcomes of a Family Mathematics Story-Time program. In J. Hunter, P. Perger, & L. Durragh (Eds.), Making waves, opening spaces (Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia)(pp. 345–352). Auckland, New Zealand: MERGA.
Robertson, S-A., & Graven, M. (2018). A teacher’s challenge in developing mathematics talk for sense-making in and through a second language. (Short Communication presented at the 41st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA): Making waves, opening spaces, 1-5 July 2018. Massey 老虎机游戏_pt老虎机-平台*官网, Albany, Auckland, New Zealand.
Stevenson-Milln, C. (2018). Contribution to the Development of Self-Regulated Learning Through Merging Music and Mathematics. In J. Hunter, P. Perger, & L. Durragh (Eds.), Making waves, opening spaces (Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia)(pp. 685–692). Auckland, New Zealand: MERGA.
Westaway, L., & Graven, M. (2018). Exploring grade 3 teachers’ resistance to “take up” progressive mathematics teaching roles. Mathematics Education Research Journal, 1–20. http://doi.org/10.1007/s13394-018-0237-7
Stott, D. (2018). Observing aesthetic experiences and po?sis in young students. For the Learning of Mathematics, 38(March), 7–11.
Stott, D. (2018). Responding to “a new look at the ZPD.” For the Learning of Mathematics, 38(March), 21–23.
Stott, D. (2018). Attention catching: Connecting the space of joint action and togethering. In N. Presmeg, L. Radford, W.-M. Roth, G. Kadunz, & L. Puig (Eds.), Signs of Signification Semiotics in Mathematics Education Research (pp. 103–122). Springer International Publishing. http://doi.org/10.1007/978-3-319-70287-2
Chikiwa, S. (2018). Short paper The role of video analysis in developing the Foundation Phase pre-service teachers’ reflective practice and mathematical knowledge for teaching. In L. Webb (Ed.), Proceedings of the 26th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) (p. 47). Gaborone, Botswana: SAARMSTE.
Long, R. (2018). Snapshot Grade R teacher identity in policy. In L. Webb (Ed.), Proceedings of the 26th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) (pp. 79-82). Gaborone, Botswana: SAARMSTE.
Sibanda, L. (2018). Long paper The linguistic component in mathematics assessment and attendant tensions and dilemmas: The teachers’ experiences. In L. Webb (Ed.), Proceedings of the 26th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) (pp. 73–85). Gaborone, Botswana: SAARMSTE.
Stott, D., & Baart, N. (2018). Short paper Visualising grade 6 after-school mathematics club learners shifting mathematical proficiency along a spectrum of progression. In L. Webb (Ed.), Proceedings of the 26th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) (pp. 195–199). Gaborone, Botswana: SAARMSTE.
Vale, P. (2018). Long paper Linguistic complexity and related student errors in mathematical literacy examinations: Improving inclusive assessment practices for English language learners. In L. Webb (Ed.), Proceedings of the 26th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) (pp. 85–103). Gaborone, Botswana: SAARMSTE.
Vale, P. (2018). Snapshot Using fractions as measures for reasoning about fractions: A design experiment. In L. Webb (Ed.), Proceedings of the 26th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) (pp. 205–207). Gaborone, Botswana: SAARMSTE.
Westaway, L., Davis, Z., Mathews, C., Chikiwa, S., & Taylor, N. (2018). A research and development project for the development of prospective primary school teachers’ competence in understanding and developing number sense. In L. Webb (Ed.), Proceedings of the 26th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) (pp. 23–26). Gaborone, Botswana: SAARMSTE.
2017
Pausigere, P. (2017). A sociological analysis of the pictures used in the South African foundation phase numeracy workbooks and their mathematical implications . Journal of Education, (70), 24–45.
Graven, M. (2017). Plenary lecture: Blending elementary mathematics education Research with development for equity – An ethical imperative enabling qualitatively richer work. In J. Novotná & H. Moraová (Eds.), 14th International Symposium Elementary Maths Teaching: Equity and diversity in elementary mathematics education (pp. 20–31). Prague: SEMT.
Long, C., Graven, M., Sayed, Y., & Lampen, E. (2017). Enabling and Constraining Conditions of Professional Teacher Agency: The South African Context. Contemporary Education Dialogues, 14(1), 5–21.
Graven, M., & Pausigere, P. (2017). Learning affordances and participation enablers within a primary mathematics in-service community of practice. South African Journal of Childhood Education, 7(1), 11.
Abtahi, Y., Graven, M., & Lerman, S. (2017). Conceptualising the more knowledgeable other within a multi-directional ZPD. Educational Studies in Mathematics, 96(3), 275-287.
Graven, M. (2017). Research for educational change, Jill Adler & Anna Sfard (Eds.). Pythagoras, 38(1), 1-4.
Sibanda, L. (2017). Grade 4 Learners’ Linguistic Difficulties in Solving Mathematical Assessments. African Journal of Research in Mathematics, Science and Technology Education, 21(1), 86–96. http://doi.org/10.1080/18117295.2017.1291476
Stott, D., & Vale, P. (2017). Developing Spatial Reasoning in Foundation and Intermediate Phase Learners. Learning and Teaching Mathematics, 23(December), 6–11.
Stott, D. (2017). Interactive gesturing: Deepening understanding of mathematical activity with young learners in a South African context. In J. Novotná & H. Moraová (Eds.), 14th International Symposium Elementary Maths Teaching: Equity and diversity in elementary mathematics education (pp. 393–403). Prague: SEMT.
Stott, D. (2017). Developing number sense in Foundation and Intermediate Phase learners. Learning and Teaching Mathematics, 22, 15–19.
Robertson, S-A., & Graven, M. (2017). South African challenges to transitioning from ritual to explorative participation. (Oral Communication presented at the 41st Conference of the International Group for the Psychology of Mathematics Education (PME), 2017. National Institute of Education, Singapore.) In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy, B.H. (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 259. Singapore: PME.
Robertson, S-A., & Graven, M. (2017). Linguistic obstacles to second language learners’ access to mathematical talk for individualized sense-making. Short Communication presented at the 40th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) 2017. Monash 老虎机游戏_pt老虎机-平台*官网, Melbourne, Australia.
Westaway, L., & Graven. M. (2017). Why teachers of Foundation Phase have yet to 'take up'progressive roles. In A. Downton, S. Livy & J. Hall, 40 Years. We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia (pp.546-553). Adelaide: MERGA
Stott, D. (2017). Plenary paper: Progressive progress and profiling: Progression spectra for teachers. In T. Penlington & C. Chikiwa (Eds.), Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa (pp. 38–45). Port Elizabeth: AMESA.
Stott, D., Graven, M., Baart, N., Hebe, G., & Mofu, Z. (2017). After school maths clubs: Investigating learner progression in an expanding intervention model. In Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa (pp. 313–324). Port Elizabeth: AMESA.
Stott, D. (2017). Workshop: Progressive development and profiling: Progression spectra for mathematics teachers. In T. Penlington & C. Chikiwa (Eds.), Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa. Port Elizabeth: AMESA.
Chikiwa, S., Westaway, L., & Graven, M. (2017). Learning from practice: What mathematics knowledge is needed for developing number sense? In T. Penlington & C. Chikiwa (Eds.), Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa (pp. 55–67). Port Elizabeth.
Long, R. (2017). Grade R Numeracy communities: The potential for teacher growth. In T. Penlington & C. Chikiwa (Eds.), Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa (pp. 181–193). Port Elizabeth: AMESA.
Mofu, Z., Graven, M., & Stott, D. (2017). Primary teacher learning through particiapting in a mathematics club programme: The story of Mandie. In T. Penlington & C. Chikiwa (Eds.), Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa (pp. 231–241). Port Elizabeth: AMESA.
Meterlerkamp, R. (2017). #Silo’s must fall: Lesson Study as a stimulus for teacher collaboration. In T. Penlington & C. Chikiwa (Eds.), Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa (pp. 203–216). Port Elizabeth: AMESA.
Stevenson-Milln, C. (2017). Merging mathematics and music in the Foundation Phase: Why this is critically important in South Africa. In T. Penlington & C. Chikiwa (Eds.), Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa (pp. 303–312). Port Elizabeth: AMESA.
Tweedie, M. (2017). How I teach number sense in the Grade R classroom. In T. Penlington & C. Chikiwa (Eds.), Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa (p. 166). Port Elizabeth: AMESA.
Graven, M., & Coles, A. (2017). Resisting the desire for the unambiguous: productive gaps in researcher, teacher and student interpretations of a number story task. ZDM. http://doi.org/10.1007/s11858-017-0863-7
Sibanda, L. (2017). Grade 4 Learners’ Linguistic Difficulties in Solving Mathematical Assessments. African Journal of Research in Mathematics, Science and Technology Education, 21(1), 86–96. http://doi.org/10.1080/18117295.2017.1291476
Graven, M., & Venkat, H. (2017). Editorial Foreword. In M. Graven & H. Venkat (Eds.), Improving Primary Mathematics Education, Teaching and Learning Research for Development in Resource-Constrained Contexts. Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/978-1-137-52980-0_4
Graven, M., & Venkat, H. (2017). Chapter 2: Advocating Linked Research and Development in the Primary Mathematics Education Landscape in Contexts of Poverty. In M. Graven & H. Venkat (Eds.), Improving Primary Mathematics Education, Teaching and Learning Research for Development in Resource-Constrained Contexts. (pp. 11-23). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/978-1-137-52980-0_4
Stott, D. (2017). Chapter 4: Researching the nature of early numeracy progression in after school clubs. In M. Graven & H. Venkat (Eds.), Improving Primary Mathematics Education, Teaching and Learning Research for Development in Resource-Constrained Contexts (pp. 45–60). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/978-1-137-52980-0_4
Stott, D., Mofu, Z. A., & Ndongeni, S. (2017). Chapter 5: Adapting aspects of the mathematics recovery programme for use in various South African contexts. In M. Graven & H. Venkat (Eds.), Improving Primary Mathematics Education, Teaching and Learning Research for Development in Resource-Constrained Contexts. (pp. 61-78). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/978-1-137-52980-0_4
Wasserman, A. (2017). Chapter 6: Adapting Mathematics Recovery Individual Assessments for Group Administration in Resource-Constrained Contexts. In M. Graven & H. Venkat (Eds.), Improving Primary Mathematics Education, Teaching and Learning Research for Development in Resource-Constrained Contexts. (pp. 81-95). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/978-1-137-52980-0_4
Spira, M., & Robertson, S.-A. (2017). Chapter 7: Using an Adapted Model of Reciprocal Teaching to Help Children Unpack Their Word Sums. In M. H. Graven & H. Venkat (Eds.), Improving Primary Mathematics Education, Teaching and Learning Research for Development in Resource-Constrained Contexts. (pp. 97-113). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/978-1-137-52980-0_4
Sibanda, L. (2017). Chapter 10: Do the Annual National Assessments in Mathematics Unfairly Assess English Language Competence at the Expense of Mathematical Competence? In M. Graven & H. Venkat (Eds.), Improving Primary Mathematics Education, Teaching and Learning Research for Development in Resource-Constrained Contexts. (pp. 147-159). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/978-1-137-52980-0_4
Venkat, H., & Graven, M. (2017). Chapter 11: Changing Teaching Through a Resources Approach. In M. Graven & H. Venkat (Eds.), Improving Primary Mathematics Education, Teaching and Learning Research for Development in Resource-Constrained Contexts. (pp. 163–178). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/978-1-137-52980-0_4
Pausigere, P. (2017). Chapter 14: Key Aspects of Communities of Practice That Enable Primary Maths Teacher Learning. In M. Graven & H. Venkat (Eds.), Improving Primary Mathematics Education, Teaching and Learning Research for Development in Resource-Constrained Contexts. (pp. 217–234). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/978-1-137-52980-0_4
2016
| 2016 | Professional journal publications |
Stott, D. (2016). Using arrays for multiplication in the Intermediate Phase. Learning and Teaching Mathematics, (21), 6–10. |
| 2016 | Peer reviewed publications |
Long, C., Graven, M., Sayed, Y. & Lampen, E. (2016). Enabling and Constraining Conditions of Professional Teacher Agency: The South African Context. Contemporary Education Dialogues, 14(1) pp. xx -xx |
| 2016 | Peer reviewed publications / book chapter |
Atweh, B., & Graven, M. (2016). Ethical imagination and the inclusive education agenda: The case of low-income countries. In D. Bland (Ed.), Imagination for inclusion: Diverse contexts of educational practice (pp. 146–158). Routledge. |
| 2016 | Peer reviewed publications |
Heyd-Metzuyanim, E., & Graven, M. (2016). Between people-pleasing and mathematizing: South African learners’ struggle for numeracy. Educational Studies in Mathematics, 91(3), 349-373. doi:10.1007/s10649-015-9637-8 |
| 2016 | Peer reviewed publications |
Graven, M., Phakeng, M., & Nyabanyaba, T. (2016). Establishing a community of practice of leading African scholars in mathematics education: The significant contribution of Prof. Jill Adler. In M. Phakeng & S. Lerman (Eds.), Mathematics Education in a Context of Inequity, Poverty and Language Diversity (pp. 43–57). Switzerland: Springer International Publishing. |
| 2016 | Professional journal publications |
Stott, D. (2016). Using arrays for conceptual understanding of multiplication and division. Learning and Teaching Mathematics, 20, 3–6. |
| 2016 | Peer reviewed publications |
Pausigere, P. (2016). On Bernstein’s sociology of pedagogy and how it can inform the pedagogic realisation of poor and working-class children in South African primary maths education. Educational Research for Social Change (ERSC), 5(1), 41–53. |
| 2016 | Presentations / workshops without proceedings or publication |
Stott, D., Maritz, A., & Williams, S. (2016). Family maths events in Grahamstown after-school programmes - A community approach. In S. A. Paphits & D. Hornby (Eds.), (pp. 55–56). Grahamstown, South Africa: Rhodes 老虎机游戏_pt老虎机-平台*官网. |
| 2016 | Peer reviewed publications |
Graven, M. (2016). When systemic interventions get in the way of localized mathematics reform. For the Learning of Mathematics, 36(1), 8–13. |
| 2016 | Peer reviewed publications |
Stott, D. (2016). Making sense of the ZPD: An organising framework for mathematics education research. African Journal of Research in Mathematics, Science and Technology Education, 20(1), 25–34. doi:10.1080/10288457.2016.1148950 |
| 2016 | Peer reviewed publications |
Graven, M. (2016). Strengthening maths learning dispositions through “math clubs.” South African Journal of Childhood Education. |
| 2016 | Presentations / workshops with proceedings or publication |
Long, R., & Graven, M. (2016). Documentary analysis of learning dispositions promoted within the transition between Grade R and Grade 1 in the South African Curriculum and Assessment Policy. In W. Mwakapenda, T. Sedumedi, & M. Makgato (Eds.), PROCEEDINGS OF THE 24TH ANNUAL CONFERENCE OF THE SOUTHERN AFRICAN ASSOCIATION FOR RESEARCH IN MATHEMATICS, SCIENCE AND TECHNOLOGY EDUCATION (SAARMSTE) 2016 (pp. 123–135). Pretoria, South Africa: Tshwane 老虎机游戏_pt老虎机-平台*官网 of Technology. |
| 2016 | Presentations / workshops with proceedings or publication |
Graven, M. (2016). Teacher perceptions of the successes and challenges of a mathematics homework drive for primary learners. In W. Mwakapenda, T. Sedumedi, & M. Makgato (Eds.), PROCEEDINGS OF THE 24TH ANNUAL CONFERENCE OF THE SOUTHERN AFRICAN ASSOCIATION FOR RESEARCH IN MATHEMATICS, SCIENCE AND TECHNOLOGY EDUCATION (SAARMSTE) 2016 (pp. 36–45). Pretoria, South Africa: Tshwane 老虎机游戏_pt老虎机-平台*官网 of Technology. |
| 2016 | Presentations / workshops with proceedings or publication |
Stott, D. (2016). Five years on: learning programme design for primary after-school maths clubs in South Africa. In W. Mwakapenda, T. Sedumedi, & M. Makgato (Eds.), PROCEEDINGS OF THE 24TH ANNUAL CONFERENCE OF THE SOUTHERN AFRICAN ASSOCIATION FOR RESEARCH IN MATHEMATICS, SCIENCE AND TECHNOLOGY EDUCATION (SAARMSTE) 2016 (pp. 250–260). Pretoria, South Africa: Tshwane 老虎机游戏_pt老虎机-平台*官网 of Technology. |
2015
| 2015 | Peer reviewed publications |
Graven, M. (2015). Going back in order to go forward - recovery of mathematical foundations for intermediate phase improvement. Journal of Educational Studies: Special Issue on Breaking Barriers Hindering Learner Performance, 1+10. |
| 2015 | Peer reviewed publications |
Stott, D. (2015). Using fluency activities in after school maths clubs to enhance learner performance in the primary grades. Journal of Educational Studies: Special Issue on Breaking Barriers Hindering Learner Performance, (Special Issue), 181–202. |
| 2015 | Professional journal publications |
Graven, M., & Stott, D. (2015). Families enjoying Maths together-organising a family Maths event. Learning and Teaching Mathematics, 19, 3–6.
|
| 2015 | Presentations / workshops with proceedings or publication | |
| 2015 | Presentations / workshops with proceedings or publication |
Pausigere, P. (2015). On the sociology of knowledge and ensuring learning for all in South African primary maths education. In S. Maoto, B. Chigonga, & K. Masha (Eds.), (Vol. 1, pp. 443–454). Polokwane: 老虎机游戏_pt老虎机-平台*官网 of Limpopo. |
| 2015 | Presentations / workshops with proceedings or publication |
Stott, D., & Graven, M. (2015). Adapting number talks to foreground mathematical progression in South African classrooms. In J. Novotná & H. Moraová (Eds.), (pp. 311–321). Prague: Charles 老虎机游戏_pt老虎机-平台*官网, Faculty of Education, Prague. |
| 2015 | Presentations / workshops with proceedings or publication |
Graven, M. (2015) Graven - PME presentation 2015 presentation (PME) |
| 2015 | Newspaper article |
Graven, M. (2015). Reluctant to think for herself. The Teacher, p. 2015. Johannesburg. |
| 2015 | Presentations / workshops with proceedings or publication |
Graven, M., Stott, D., Mofu, Z. A., & Ndongeni, S. (2015). Identifying stages of numeracy proficiency to enable remediation of foundational knowledge using the Learning Framework in Number. In D. Huillet (Ed.), 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE): Mathematics, Science and Technology Education for Empowerment and Equity (pp. 69–83). Maputo, Mozambique: SAARMSTE. |
| 2015 | Presentations / workshops with proceedings or publication | Stott, D. (2015). Confronting, navigating and resolving research tensions. In D. Huillet (Ed.), 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE): Mathematics, Science and Technology Education for Empowerment and Equity (pp. 211–221). Maputo, Mozambique: SAARMSTE |
| 2015 | Presentations / workshops with proceedings or publication |
Sibanda, L., & Graven, M. (2015). Applying a linguistic complexity checklist and formulae to the 2013 Grade 4 Mathematics National Assessment. In D. Huillet (Ed.), 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE): Mathematics, Science and Technology Educaiton for Empowerment and Equity (pp. 197–210). Maputo, Mozambique: SAARMSTE. |
| 2015 | Presentations / workshops with proceedings or publication |
Robertson, S.-A. (2015). Seeking synergy: The need for research at the literacy/numeracy interface. In D. Huillet (Ed.), 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE): Mathematics, Science and Technology Education for Empowerment and Equity (pp. 185–196). Maputo, Mozambique: SAARMSTE. |
| 2015 | Presentations / workshops with proceedings or publication |
Hewana, D., & Graven, M. (2015). Exploring frameworks for identifying learning dispositions: The story of Saki. In D. Huillet (Ed.), 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE): Mathematics, Science and Technology Education for Empowerment and Equity (pp. 96–104). Maputo, Mozambique: SAARMSTE. |
2014
| 2014 | Professional journal publications |
Stott, D. (2014). “I’ve got it!” - A card game for developing number sense and fluency. Learning and Teaching Mathematics, (17), 3–6. |
| 2014 | Peer reviewed publications |
Graven, M., & Venkat, H. (2014). Primary teachers’ experiences relating to the administration processes of high-stakes testing: The case of mathematics Annual National Assessments. African Journal of Research in Mathematics, Science and Technology Education, (October), 1–12. |
| 2014 | Peer reviewed publications |
Graven, M., & Heyd-Metzuyanim, E. (2014). Exploring the limitations and possibilities of researching mathematical dispositions of learners with low literacy levels?. Scientia in Educatione, 5(1), 20–35. |
| 2014 | Newspaper article |
Graven, M., & Stott, D. (2014, January). Engaging families in maths. theTeacher, pp. 6 & 8. Johannesburg. |
| 2014 | Peer reviewed publications |
Graven, M., & Lerman, S. (2014). Communications Counting in threes: Lila’s amazing discovery. For the Learning of Mathematics, 34(1), 29–31. |
| 2014 |
Press and other (includes newspapers and radio) |
Graven, M. 2014 Interview for SABC Television News from 22nd SAARMSTE Conference, NMMU, Port Elizabeth. 14th January 2014 |
| 2014 |
Press and other (includes newspapers and radio) |
Stott, D., 2014. After-school maths clubs add up to learning + fun. Grocotts Mail, p.14. |
| 2014 | Peer reviewed publications |
Pausigere, P., & Graven, M. (2014). Learning metaphors and learning stories (stelos) of teachers participating in an in-service numeracy community of practice. Education as Change, 18(1), 33–46. doi:10.1080/16823206.2013.847027 |
| 2014 |
Presentations / workshops with proceedings or publication |
Graven, M. & Heyd-Metzuyanim, E., 2014. Primary learner descriptions of a successful maths learner. In P. Webb, M. G. Villanueva, & L. Webb, eds. New avenues to transform Mathematics, Science and Technology Education in Africa: Proceedings of the 22nd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education. Port Elizabeth: Nelson Mandela Metropolitan 老虎机游戏_pt老虎机-平台*官网, pp. 39–50. |
| 2014 |
Presentations / workshops with proceedings or publication |
Pausigere, P., 2014. On South African primary maths learner identity: a Bernsteinian illumination. In P. Webb, M. G. Villanueva, & L. Webb, eds. New avenues to transform Mathematics, Science and Technology Education in Africa: Proceedings of the 22nd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education. Port Elizabeth: Nelson Mandela Metropolitan 老虎机游戏_pt老虎机-平台*官网, pp. 114–129. |
| 2014 |
Presentations / workshops with proceedings or publication |
Stott, D., 2014. A theoretical comparison of the zone of proximal development in mathematics educaton. In New avenues to transform Mathematics, Science and Technology Education in Africa: Proceedings of the 22nd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education. Port Elizabeth: Routledge, pp. 101–102. |
| 2014 |
Presentations / workshops with proceedings or publication |
Ndongeni, S. & Graven, M., 2014. Investigating the nature of learner dispositions in the context of multiplication. In New avenues to transform Mathematics, Science and Technology Education in Africa: Proceedings of the 22nd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education. Port Elizabeth: Routledge Taylor Francis Group, pp. 83–84. |
| 2014 |
Presentations / workshops with proceedings or publication |
Meterlerkamp, R. & Brown, B., 2014. The importance of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners. In New avenues to transform Mathematics, Science and Technology Education in Africa: Proceedings of the 22nd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education. Port Elizabeth: Routledge Taylor Francis Group, pp. 71–72. |
| 2014 | Presentations / workshops with proceedings or publication | Sonne, A. & Graven, M., 2014. Investigating how problem solving skills can be developed using a collaborative learning environment. In New avenues to transform Mathematics, Science and Technology Education in Africa: Proceedings of the 22nd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education. Port Elizabeth: Routledge Taylor Francis Group, pp. 95–96. |
| 2014 |
Presentations / workshops with proceedings or publication |
Hewana, D. & Graven, M., 2014. Grade 4 learners mathematical dispositions: a case study of three learners participating in an after school club. In New avenues to transform Mathematics, Science and Technology Education in Africa: Proceedings of the 22nd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education. Port Elizabeth: Routledge Taylor Francis Group, pp. 49–50. |
| 2014 |
Peer reviewed publications |
Graven, M.H., 2013. Poverty, inequality and mathematics performance: the case of South Africa’s post-apartheid context. ZDM. Available at: http://link.springer.com/10.1007/s11858-013-0566-7 |
| 2013 |
Peer reviewed publications |
Using Bernstein to analyse primary maths teachers’ positions and identities? in the context of national standardised assessment: the case of the ANAs. , , 1–23. |
| 2013 |
Professional journal publications |
Stott, D., 2013. Stomp-Tap-Clap-Snap: A game for promoting conceptual place value and listening skills. Learning and Teaching Mathematics, 15, pp.31–32. |
| 2013 |
Presentations / workshops without proceedings or publication |
Graven, M. & Stott, D., 2013. Maths clubs as critical learning spaces for Early Childhood teachers and learners. In Quality in Question: Proceedings of Regional SARAECE Conference. East London: SARAECE. |
| 2013 |
Presentations / workshops without proceedings or publication |
Stott, D. & Graven, M., 2013. Starting after school maths clubs for grades 3 and 4. In Quality in Question: Proceedings of Regional SARAECE Conference. East London: SARAECE. |
| 2013 | Peer reviewed publications |
Graven, M., Venkat, H., Westaway, L., & Tshesane, H. (2013). Place value without number sense: Exploring the need for mental mathematical skills assessment within the Annual National Assessments. South African Journal of Childhood Education, 3(2), 131–143. |
| 2013 | Peer reviewed publications |
Stott, D., & Graven, M. (2013). Research tensions with the use of timed numeracy fluency assessments as a research tool. Perspectives in Education: Special Issue on Primary Mathematics, 31(3), 79–93. |
| 2013 | Peer reviewed publications |
Pausigere, P. (2013). Education and Training Initiatives at the Central Methodist Church Refugee House in Johannesburg Research methodology. Perspectives in Education, 31(2), 42–53. |
| 2103 | Peer reviewed publications |
Pausigere, P., & Graven, M. (2013). Unveiling the South African official primary mathematics teacher pedagogic identity. Perspectives in Education: Special Issue on Primary Mathematics, 31(3), 19–33. |
| 2013 |
Newspaper publications |
Stott, D., 2013. Make It Count Series. Grocotts Mail. |
| 2013 |
Presentations / workshops with proceedings or publication |
Pausigere, P., 2013. On Maths Teacher Identity: A response to Anna Chronaki’s Identity Work. In M. Berger et al., eds. Proceedings of the Seventh International Mathematics Education and Society Conference. Cape Town: MES 7, pp. 25–30 |
| 2013 |
Peer reviewed publications |
Graven, M., Hewana, D. & Stott, D., 2013. The Evolution of an Instrument for Researching Young Mathematical Dispositions. African Journal of Research in Mathematics, Science and Technology Education, 17(1-2), pp.26–37. |
| 2013 |
Presentations / workshops with proceedings or publication |
Pausigere, P., & Graven, M. (2013). Affordances and constraints in a Primary Maths Community of Practice in-service programme. In N. Mpalami & R. Letlatsa (Eds.), Proceedings of the Fourth Regional Congress of the International Commission on Mathematical Instruction (pp. 104–111). Maseru: AFRICME 4. |
| 2013 | Peer reviewed publications | Stott, D., & Graven, M. (2013). The dialectical relationship between theory and practice in the design of an after-school mathematics club. Pythagoras, 34(1), pp. 29-38 |
| 2013 | Presentations / workshops with proceedings or publication | Stott, D. & Graven, M., 2013. Quantifying qualitative numeracy interview data. In Z. Davis & S. Jaffer, eds. Proceedings of the 19th Annual Congress of the Association for Mathematics Education of South Africa, Vol. 1. Bellville, Cape Town: Association for Mathematics Education of South Africa (AMESA), pp. 194–208. |
| 2013 | Presentations / workshops with proceedings or publication | Stott, D. et al., 2013. Using dice and card games in mental maths sessions. In Z. Davis & S. Jaffer, eds. Proceedings of the 19th Annual Congress of the Association for Mathematics Education of South Africa, Vol. 2. Bellville, Cape Town: Association for Mathematics Education of South Africa (AMESA), pp. 61–63. |
| 2013 | Presentations / workshops with proceedings or publication | Hewana, D. & Graven, M., 2013. What do Grade 4 Eastern Cape learners think maths is? In Z. Davis & S. Jaffer, eds. Proceedings of the 19th Annual Congress of the Association for Mathematics Education of South Africa, Vol. 2. Bellville, Cape Town: Association for Mathematics Education of South Africa (AMESA), p. 117. |
| 2013 | Professional journal publications | Graven, M. & Sch?fer, M., 2013. Interview with a Mathematics Doodler – Dr Sizwe Mabizela, Deputy Vice Chancellor, Rhodes 老虎机游戏_pt老虎机-平台*官网. Learning and Teaching Mathematics, (14), pp.3–4. |
| 2013 | Professional journal publications | Graven, M. & Venkatakrishnan, H., 2013. ANAs: ANAs Possibilities and Constraints for Mathematical Learning. Learning and Teaching Mathematics, (14), pp.12–16. |
| 2013 | Professional journal publications | Stott, D., 2013. A Quick Tool for Tracking Procedural Fluency Progress in Grade 2, 3 and 4 Learners. Learning and Teaching Mathematics, (14), pp.36–39. |
| 2013 |
Professional journal publications |
Stott, D., 2013. Number Line Image Generator – A Website Review. Learning and Teaching Mathematics, (14), pp.22–25. |
| 2013 |
Presentations / workshops with proceedings or publication |
Graven, M., Pence, B., Hakansson, S., & Pausigere, P. (2013). EXPLORING THE RELATIONSHIP BETWEEN IN-SERVICE MATHEMATICS TEACHER SUPPORT AND RETENTION. In M. Berger, K. Brodie, V. Frith, & K. le Roux (Eds.), Proceedings of the Seventh International Mathematics Education and Society Conference (Vol. 1, pp. 117–120). Cape Town: MES 7. |
| 2013 |
Presentations / workshops with proceedings or publication |
Venkat, H., & Graven, M. (2013). Insights from working with assessment instruments in primary mathematics Grades 1-4: Workshop. In M. Ogunniyi, O. Amosun, K. Langenhoven, S. Kwofie, & S. Dinie (Eds.), Making Mathematics, Science And Technology Education, Socially And Culturally Relevant In Africa: Proceedings Of 21st Annual Meeting Of The Southern African Association For Research In Mathematics, Science And Technology Education (pp. 122–123). Cape Town: 老虎机游戏_pt老虎机-平台*官网 of the Western Cape. |
| 2013 |
Presentations / workshops with proceedings or publication |
Stott, D., & Graven, M. (2013). Procedural spectrums: translating qualitative data into visual summaries?. In M. Ogunniyi, O. Amosun, K. Langenhoven, S. Kwofie, & S. Dinie (Eds.), Making Mathematics, Science And Technology Education, Socially And Culturally Relevant In Africa: Proceedings Of 21st Annual Meeting Of The Southern African Association For Research In Mathematics, Science And Technology Education (pp. 55–66). Cape Town: 老虎机游戏_pt老虎机-平台*官网 of the Western Cape (UWC). |
| 2013 |
Presentations / workshops with proceedings or publication |
Pausigere, P., & Graven, M. (2013). On the constituents of Primary Maths Teacher Identity: Towards a model?. In M. Ogunniyi, O. Amosun, K. Langenhoven, S. Kwofie, & S. Dinie (Eds.), Making Mathematics, Science And Technology Education, Socially And Culturally Relevant In Africa: Proceedings Of 21st Annual Meeting Of The Southern African Association For Research In Mathematics, Science And Technology Education (pp. 184–196). Cape Town: 老虎机游戏_pt老虎机-平台*官网 of the Western Cape (UWC). |
| 2013 |
Presentations / workshops with proceedings or publication |
Kaulinge, P. O., Graven, M., & Stott, D. (2013). Investigating the nature of learning within an after-school mathematics club using the ZPD – a case study of four learners. In M. Ogunniyi, O. Amosun, K. Langenhoven, S. Kwofie, & S. Dinie (Eds.), Making Mathematics, Science And Technology Education, Socially And Culturally Relevant In Africa: Proceedings Of 21st Annual Meeting Of The Southern African Association For Research In Mathematics, Science And Technology Education. Cape Town: 老虎机游戏_pt老虎机-平台*官网 of the Western Cape (UWC). |
|
Graven, M., & Venkatakrishnan, H. (2012). Linking research and development in Numeracy Education - Building and sustaining a community of numeracy educators and researchers. Maths, Science and ICT in Education Convention. Johannesburg |
||
|
2012 |
Peer reviewed publications |
Graven, M. (2012). Accessing and assessing young learner’s mathematical dispositions. South African Journal of Childhood Education, 2(1), 49–62. |
|
2012 |
Book chapter |
Graven, M. (2012). Changing the Story: Teacher Education through re-authoring their narratives. In C. Day (Ed.), The Routledge International Handbook of Teacher and School Development (pp. 127–138). Abingdon: Routledge. |
|
2012 |
Presentations / workshops with proceedings or publication |
Peter Pausigere (2012). Using Bernstein to analyse primary maths teachers’ practices and identities in the context of education change: the case of the Annual National Assessment (ANA). Abstract in the Department of Education and Higher Education and Training (DHET) Teacher Education Conference proceedings (p. 38). 老虎机游戏_pt老虎机-平台*官网 of Pretoria: DHET. |
|
2012 |
Presentations / workshops with proceedings or publication |
Graven, M. (2012). Socio-economic status and mathematics performance/learning: A review of South African research. 12th International Congress on Mathematical Education. Seoul: COEX. |
|
2012 |
Presentations / workshops with proceedings or publication |
Stott, D. (2012). Tracking Procedural Fluency Progress in Grade 3 Maths Clubs. In M. Graven & H. Venkatakrishnan, eds. Early Childhood Education Research and Development Week. Grahamstown: Rhodes 老虎机游戏_pt老虎机-平台*官网. |
|
2012 |
Presentations / workshops with proceedings or publication |
Graven, M. (2012). The evolution of an instrument for accessing early learning mathematical dispositions. In M. Graven & H. Venkatakrishnan, eds. Early Childhood Education Research and Development Week. Grahamstown: Rhodes 老虎机游戏_pt老虎机-平台*官网, pp. 53–55. |
|
2012 |
Presentations / workshops with proceedings or publication |
Pausigere, P. & Graven, M. (2012). The story of two Reception teachers participating in NICLE: emergent themes and early childhood mathematics education learning trajectories. In M. Graven & H. Venkatakrishnan, eds. Early Childhood Education Research and Development Week. Grahamstown: Rhodes 老虎机游戏_pt老虎机-平台*官网, pp. 63–65. |
|
2012 |
Presentations / workshops with proceedings or publication |
Jooste, Z. (2012) “I’ve never given the value of zero much thought”: Teachers’ understanding of the concept of zero. In D. Nampota & M. Kazima, eds. Proceedings of the 20th Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education. Lilongwe: 老虎机游戏_pt老虎机-平台*官网 of Malawi, p. 7. |
|
2012 |
Presentations / workshops with proceedings or publication |
Graven, M. and Stott, D. (2012) Design Issues for Mathematics Clubs for Early Grade Learners. In Nampota, D. & Kazima, M. (eds) Proceedings of the twentieth annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, pp 94-105 老虎机游戏_pt老虎机-平台*官网 of Malawi, Lilongwe. |
|
2012 |
Presentations / workshops with proceedings or publication |
Graven, M. (2012) Round table extended abstract: Why should teachers’ pay attention to Learner Mathematical Identities and how do we as researchers access these identities? In Nampota, D. & Kazima, M. (eds) Book of Abstracts of the twentieth annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, pp 143-145 老虎机游戏_pt老虎机-平台*官网 of Malawi, Lilongwe. |
|
2012 |
Press and other (includes newspapers and radio) |
Graven, M., & Stott, D. (2012). Fun with Maths Series. Grocotts Mail. Grahamstown. |
|
2012 |
Presentations / workshops with proceedings or publication |
Graven, M., Stott, D. (2012) Conceptualising procedural fluency as a spectrum of proficiency. In Nieuwoudt, S., Laubscher, D. and Dreyer, H. (eds) Proceedings of 18th Annual National Congress of the Association for Mathematical Education of South Africa (AMESA), pp. 146-156 North-West 老虎机游戏_pt老虎机-平台*官网, Potchefstroom |
|
2012 |
Presentations / workshops with proceedings or publication |
Kaulinge, O. (2012) Analyzing the relationship between conceptual and procedural knowledge in a departmentally provided workbook. In Nieuwoudt, S., Laubscher, D. and Dreyer, H. (eds) Proceedings of 18th Annual National Congress of the Association for Mathematical Education of South Africa (AMESA), pp. 276-286 North-West 老虎机游戏_pt老虎机-平台*官网, Potchefstroom |
|
2012 |
Presentations / workshops with proceedings or publication |
Pausigere, P. and Graven, M. (2012) Primary Teacher Imagination: The emergence of identities through participation in a Numeracy Community of Practice. In Nieuwoudt, S., Laubscher, D. and Dreyer, H. (eds) Proceedings of 18th Annual National Congress of the Association for Mathematical Education of South Africa (AMESA), pp. 276-286 North-West 老虎机游戏_pt老虎机-平台*官网, Potchefstroom |
|
2012 |
Pausigere, P. (2012) Foundation Phase numeracy enriching encounters at AMESA, 2011 Congress held in Johannesburg. Teaching and Learning Mathematics, 12, 10-14. |
|
|
Book chapter |
Atweh, B., Graven, MH., Secada, W., Valero, P. (2011). Mapping Equity and Quality in Mathematics Education, Springer |
|
|
2011 |
Professional journal publications |
Graven, M. (2011). Mathematical learning opportunities for young learners with touch screen technology Learning and Teaching Mathematics. A Journal of AMESA, January 2011. 43 – 46 |
|
2011 |
Presentations / workshops with proceedings or publication |
Graven, M. (2011). Creating new Mathematical Stories: Exploring Potential Opportunities within Maths Clubs. Proceedings of the 17th National Congress of the Association for Mathematical Education of South Africa (AMESA), 老虎机游戏_pt老虎机-平台*官网 of the Witwatersrand, Johannesburg, 161-170. |
|
2011 |
Presentations / workshops with proceedings or publication |
Graven, M. (2011). Do South African mathematics teachers need narrative therapy? Proceedings of the 11th International Conference of The Mathematics Education into the 21st Century Project, Rhodes 老虎机游戏_pt老虎机-平台*官网, Grahamstown. 127 - 133. |
|
2011 |
Professional journal publications |
Graven, M. (2011). Review of the newly launched website www.MathsEdge.org.za. Learning and Teaching Mathematics. A Journal of AMESA, January 2011. 8 - 11 |
|
2011 |
Book chapter |
Graven, M., Buytenhuis, E. (2011). Mathematical Literacy in South Africa: Increasing Access and Quality in Learners' Mathematical Participation Both in and Beyond the Classroom, Springer. 493 - 509 |
|
2011 |
Professional journal publications |
Graven, M., Stott, D. (2011). Exploring Online Numeracy Games for Primary Learners: Sharing Experiences of a Scifest Africa Workshop. Learning and Teaching Mathematics A Journal of AMESA, August 2011. 10 - 16 |
|
2011 |
Presentations / workshops with proceedings or publication |
Pausigere, P. (2011). Challenges and possibilities in emergency education: Insights for mathematics teaching and learning at a Johannesburg refugee school. In L. Paditz & A. Rogerson (Eds.), Proceedings of the 11th International Conference of The Mathematics Education into the 21th Century Project (pp. 261-266). Rhodes 老虎机游戏_pt老虎机-平台*官网 Grahamstown: MEC21. |
|
2011 |
Presentations / workshops with proceedings or publication |
Jooste, Z. (2011) Learners’ understanding of zero: the “nothing” that is actually something. In H. Venkat & A. A. Essien, eds. Proceedings of 17th National Congress of the Association for Mathematical Education of South Africa (AMESA). Johannesburg: 老虎机游戏_pt老虎机-平台*官网 of the Witwatersrand, pp. 350–364. |
|
2011 |
Presentations / workshops with proceedings or publication |
Jooste, Z. (2011) “I can’t draw zero”: Grade 3 and 4 learners’ dilemmas with structure in multiplication by zero. In Mathematics, Science and Technology Education – A Bridge to the future. Proceedings Of 19th Annual Meeting Of The Southern African Association for Research in Mathematics, Science and Technology Education. Mafikeng: North-West 老虎机游戏_pt老虎机-平台*官网. |
Project team conference presentations without proceedings
| Mellony Graven, Nicky Roberts. FOCUSING ATTENTION ON PROMOTING LEARNER AGENCY FOR INCREASED QUALITY AND EQUITY IN MATHEMATICS LEARNING. Presented in Topic Study Group 33 at ICME13 in Hamburg, Germany. | |
|
2016 |
Einat Heyd-Metzuyanim, Talli Nachlieli, Mellony Graven, Nadav Ehrenfeld. The ritual vs. exploration conceptual dyad - affordances and open questions. Workshop at 40th PME conference in Szeged, Hungary. |
|
2016 |
Mellony Graven, Yasmin Abtahi, Steve Lerman, Margot Berger, Debbie Stott. Artefacts in the ZPD: multi-directional analysis Vol 1 p 167. Discussion group at 40th PME conference in Szeged, Hungary. |
|
2016 |
Debbie Stott. Family maths events run by after-school programmes: emergent results from a 3-year project. Presented at 40th PME conference in Szeged, Hungary. |
|
2016 |
Debbie Stott. Gesturing: a key aspect of mediation for young learners in a south african context? Presented in Topic Study Group 54 at ICME13 in Hamburg, Germany. |
|
2016 |
Peter Pausigere. |
|
2013 |
Peter Pausigere. On South African primary maths learner identity: a Bernstenian illumination. Presented at the Research & Teaching in Conversation Eastern Cape Conference for AMESA and SAARMSTE, September, Rhodes 老虎机游戏_pt老虎机-平台*官网. |
|
2013 |
Zanele Mofu. An investigation of Grade 4 learners on multiplicative reasoning: A case study. Presented at the Research & Teaching in Conversation Eastern Cape Conference for AMESA and SAARMSTE, September, Rhodes 老虎机游戏_pt老虎机-平台*官网. |
|
2013 |
Roger Meterlerkamp. The importance of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners. Presented at the Research & Teaching in Conversation Eastern Cape Conference for AMESA and SAARMSTE, September, Rhodes 老虎机游戏_pt老虎机-平台*官网. |
|
2013 |
Diliza Hewana. Grade 4 learners mathematical dispositions: a case study of three learners participating in an after school maths club. Presented at the Research & Teaching in Conversation Eastern Cape Conference for AMESA and SAARMSTE, September, Rhodes 老虎机游戏_pt老虎机-平台*官网. |
|
2012 |
Debbie Stott. Can Spectrums of Proficiency generate measurable quantitative data? Presented at the Research & Teaching in Conversation Eastern Cape Conference for AMESA and SAARMSTE, August, Rhodes 老虎机游戏_pt老虎机-平台*官网. |
|
2012 |
Peter Pausigere. Using Bernstein to analyse primary maths teachers' practices and identities. Presented at the Research & Teaching in Conversation Eastern Cape Conference for AMESA and SAARMSTE, August, Rhodes 老虎机游戏_pt老虎机-平台*官网. |
|
2011 |
Mellony Graven. Maths clubs – opportunities for new mathematical ways of being. Plenary talk for Grahamstown AMESA Conference, Feb 2011, Rhodes 老虎机游戏_pt老虎机-平台*官网. |
|
2011 |
Zonia Jooste. Are teachers more knowledgeable than learners concerning the concept of zero? Opening Plenary talk for Grahamstown AMESA conference, Feb 2011, Rhodes 老虎机游戏_pt老虎机-平台*官网 |
|
2011 |
Zonia Jooste. Maths Bonanzas – problem solving and investigation. Presentation at the AMESA Eastern Cape Conference, October 2011, Fort Hare: Alice. |
|
2011 |
Prudence Van Der Linde. How I teach Capacity. Presentation at the AMESA Eastern Cape Conference, October 2011, Fort Hare: Alice. |
|
2011 |
Zanele Mofu. Data Handling. Presentation at the AMESA Eastern Cape Conference, October 2011, Fort Hare: Alice. |
|
2011 |
Zonia Jooste. Standardised testing: An educational Burden or blessing? Presentation at Kenton Conference, November 2011, Cape Town. |
|
2011 |
Mellony Graven. Inspiring a new generation of learners. Closing talk of the AMESA National Mathematics Week national Event. Monument: Grahamstown |
Last Modified: Wed, 11 Sep 2019 10:26:56 SAST