Programme reviews and Research
Programme reviews of RUMEP are thus integral to our quality assurance and benchmark processes. On an institutional and unit level RUMEP has established a strong reflection and self-evaluative culture. The results of which, have fed directly into our planning processes. As far as review processes are concerned, each year an annual report is available to all funders and the Board reviews all activities and programmes within the unit such as; external examiner’s reports, student evaluations, student reflective journals, staff reports throughout the year and formal and informal feedback from site visits. Impact evaluations are done through benchmark tests administered to learners in exit grades. The purpose is to measure the impact of the programme on the learning in the classroom.
RUMEP staff present at many national Mathematics Education research conferences each year. It is important that our work is shared with other professionals throughout the country as we try to assess the impact of our interventions.
Conferences attended and papers presented:
2014
Chikiwa, C. & Schäfer, M. (2014). Teacher Code Switching: A Call for Development of Mathematics Register in Indigenous Languages. “Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology Education”. ISTE 2014 International Conference, Kruger National Park, Mopani camp, Phalaborwa, Limpopo, South Africa; from 19-23 October 2014.
Chikiwa, C.& Schäfer, M. (2014). Investigating teacher code switching consistency and precision in a multilingual Mathematics classroom. In M. Dichaba & D. Nwaozuzu (Eds). Rethinking Teaching and Learning in the 21st Century. African Academic Research Forum (AARF). South Africa International Conference on Education, SAICE, Manhattan Hotel, Pretoria; 21 – 23 September 2014
http://aa-rf.org/wp-content/uploads/2014/06/Chikiwa-C-Investigating-Code-Switching-SAICE-2014.docx.
Chikiwa, C & Schäfer, M. (2014). Analytical Tools for Exploring Code-Switching in Multilingual Mathematics Classrooms. 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 University, pp. 31-32. www.saarmste.org/conferences
Haywood, T. & Schäfer, M. (2014). An exploration of learners’ learning of Mathematics by using selected (VITAL maths) video clips. 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 University, pp. 47-48
Penlington, T. (2014). Narrative journeys of mathematics teachers. 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 University, pp. 91-92
Non-accredited journals
Penlington, T. (2014). Developing basic multiplication skills for understanding. In D. Samson, M. Bizony, & L. Tshabalala (Eds). Learning & Teaching Mathematics, 16, pp.3-6.
2013
Chikiwa, C., & Schäfer, M. (2013). An exploration of mathematics teacher code switching consistency and its manifestation in the assessment of learning. In S.K. Kwofie, M.B. Ogunniyi, O. Amosun, K.R. Langenhoven & S. Dinie (Eds.), Proceedings of the 21st Annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) Short paper. Cape Town, South Africa.
Chikiwa, C., & Schäfer, M. (2013). An exploration of mathematics teacher code switching consistency and precision in a multilingual classroom. In N. Mpalami & R. Letlatsa (Eds.), Proceedings of the Fourth Africa Regional Congress of the International Commission on Mathematical Instruction (AFRICME 4) (pp.95-98). Maseru, Lesotho.
Penlington, T. (2013). Does improved competency of a mathematics teacher result in improved learner performance? In N. Mpalami & R. Letlatsa (Eds.), Proceedings of the Fourth Africa Regional Congress of the International Commission on Mathematical Instruction (AFRICME 4) (pp.157-161). Maseru, Lesotho.
Non-accredited journals
Penlington, T. (2013). Some thoughts on mental mathematics. Learning and Teaching Mathematics, (15), 18.
2012
Penlington. T. (2012). Assessing the impact of an intervention strategy: The RUMEP Collegial Cluster Project. Proceedings of the Early Childhood Education Research Conference, Rhodes University, Grahamstown. September, 2012.
2011
Haywood, T. (2011). Does providing teachers with mathematics materials and conducting workshops on the use of materials help improve learner’s mathematics test results. SAARMSTE, 2011. North-West University, Mafikeng, South Africa. January 2011.
Isaacs, B. (2011). The champion in every one of us: Empowering rural communities through ICT. SAARMSTE, 2011. North-West University Mafikeng, South Africa. January 2011.
Nobongoza-Mkhwane, F. (2011). Investigation of the distance formula. AMESA, 2011. University of the Witwatersrand, Johannesburg, South Africa. July 2011.
Penlington, T. (2011). The perceived impact of an ACE Mathematics Professional Development Programme. SAARMSTE, 2011. North-West University Mafikeng, South Africa. January 2011.
Penlington, T. (2011). Exploring the challenges of teachers’ and learners’ understanding of solution strategies using whole numbers. Mathematics Education into the 21st Century Project, ME21C. Rhodes University, Grahamstown, South Africa.
Spanneberg, R. (2011). The Reflective Teacher Journal: What does it reveal about teachers beliefs and professional growth. SAARMSTE, 2011. North-West University, Mafikeng, South Africa. January 2011.
Spanneberg, R. (2011). Teaching word problems: Children’s mathematical thinking. Mathematics Education into the 21st Century Project, ME21C. Rhodes University, Grahamstown, South Africa. September 2011.
Tokwe, N.H. (2011). Dilations, Enlargements and Reductions. AMESA, 2011. University of the Witwatersrand, Johannesburg, South Africa. July 2011.
Tokwe, N. H. & Nobongoza-Mkhwane, F. (2011). An investigation into learner’s errors whilst calculating division in problem solving. SAARMSTE, 2011. North-West University, Mafikeng, South Africa. January 2011.
Jooste, Z.C. (2011). I can’t draw zero: Grade 3 and 4 learner’s dilemmas with structure in multiplying by zero. SAARMSTE, 2011. North-West University Mafikeng, South Africa. January 2011.
2010
Jooste, Z. C. (2010). The concept of zero: Why are learners and teachers experiencing difficulty with this concept? SAARMSTE, 2010. University of Kwa-Zulu Natal, Durban, South Africa. January 2010.
Penlington, T. (2010). Can our mathematics teachers measure up? SAARMSTE, 2010. University of Kwa-Zulu Natal, Durban, South Africa. January 2010.
Spanneberg, R. (2010). Rural development and service delivery. IMPUMELELO innovations award trust. Town House Hotel, Cape Town, South Africa. September,2010.
2009
Penlington, T. (2009). Exploring learners’ mathematical understanding through an analysis of their solution strategies. SAARMSTE, 2009. Rhodes University, Grahamstown, South Africa.
Spanneberg, R. (2009). A Model for Mathematics Teacher Education and Professional Development. ). Equilibrium International 3rd Annual Education Conference in South Africa, “The Education System in Transition.” Birchwood Executive Hotel and Conference Centre, Johannesburg.
Spanneberg, R. (2009). Reflective Practice and collegiality: Deep rural teachers’ response to innovations in a professional development mathematics programme. Kenton Conference, Protea Hotel, Techno Park, Stellenbosch.
Jooste, Z. (2009). Investigating teachers’ knowledge and teaching of the concept of zero. Kenton Conference, Protea Hotel, Techno Park, Stellenbosch.
Jooste, Z. (2009). Igniting Education: Meeting the challenges together- learners and teachers’ problems with the concept of zero. Enlighten Education Trust, Hermanus, South Africa.
2008
Mahlobo, T. (2008). An investigation into Grade six and seven teachers’ understanding in assessing learners’ mathematical knowledge with reference to the five learning outcomes in some rural Eastern Cape schools. AMESA, 2008, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa.
Penlington, T. (2008). A study of errors made in fractions by first year ACE in-service students.AMESA, 2008, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa.
Tokwe, N.H. (2008). Investigating code-switching of English FAL teachers in the teaching of Mathematics.AMESA, 2008, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa.
2007
Mahlobo, T. (2006). Investigating teachers’ challenges in assessing Grades 6 and 7 learners in mathematics. Kenton Conference, Durban, South Africa.
Sainsbury, M. (2006). Supporting rural Mathematics teachers in professional communities through ICT in the Eastern Cape, Kenton Conference, Durban, South Africa.
Spanneberg, R. (2006). Reflective practice and collegiality: Innovations for the professional growth of teachers. HELTASA Conference, Bloemfontein, South Africa
Tokwe, N. H. (2006). Investigating the use of a Mathematics concept literacy resource book with special reference to code-switching in the teaching and learning of mathematics. Kenton Conference, Durban, South Africa.
Last Modified: Wed, 07 Jun 2017 15:55:14 SAST