Project Team
Prof Mellony Graven
South African Numeracy Chair at Rhodes University
B Sc Ed (Wits); B Sc Hons (Wits); M Phil (Cambridge University); PhD (Wits)
Email: m.graven@ru.ac.za
Mellony began lecturing in mathematics teacher education in 2001 following six years of working in in-service mathematics teacher education projects across various disadvantaged contexts.
Research Interests
Her research interests and publications are primarily in the areas of:
- Mathematical Literacy and Numeracy Education
- Learner mathematical dispositions
- Teacher education
- Learning within a community of practice perspective
Publications for 2012 and 2013
| 2013 |
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: University of the Western Cape. |
| 2013 |
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: University of the Western Cape (UWC). |
| 2013 |
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: University of the Western Cape (UWC). |
| 2013 |
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: University of the Western Cape (UWC). |
| in press |
Graven, M., & Venkatakrishnan, H. (in press). 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 |
Teacher Support, Identity and Retention: Exploring the Relationship. Teacher Support, Identity and Retention: Exploring the Relationship. Monograph: Mathematics Teacher Retention. Los Angeles, CA: California Mathematics Project. |
|
2012 |
Accessing and assessing young learner’s mathematical dispositions Accessing and assessing young learner’s mathematical dispositions. South African Journal of Childhood Education, 2(1), 49–62. |
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2012 |
Graven, M., & Stott, D. (2012). Fun with Maths Series. Grocotts Mail. Grahamstown. |
|
2012 |
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 |
Graven, Stott - 2012a 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 University of Malawi, Lilongwe. |
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2012 |
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 University of Malawi, Lilongwe. |
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2012 |
Pausigere, P, 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 University, Potchefstroom |
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2012 |
Graven, Stott - 2012b 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 University, Potchefstroom |
Other Publications
- For a full list of Mellony's other publications, click here.
- To see Mellony's Google Scholar Citations, click here.
Ms Varonique Sias
Project Manager
Dip.Bookkeeping (Damelin)
Email: v.sias@ru.ac.za
Varonique is the Project Manager for the South African Numeracy Chair. She is responsible for logistical and administrative running of the project as well as administrative support to the Chair and its staff and students.
Ms Debbie Stott
Maths Club Co-ordinator & PhD Fellow
DEJP (Rhodes), MEd (Rhodes), PGCHE (Rhodes)
Debbie is responsible for running several clubs within Chair schools and for co-ordinating clubs run by others.
Email: d.stott@ru.ac.za
Click here for Debbie's Research & Publications
Mr Dibaa (Diliza) Hewana
Full time Masters Fellow
Email: dibaa@telkomsa.net
