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
 SallyAnn 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:  2017, 2016, 2015, 2014, 2013, 2012, 2011 
2018
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.
Westaway, L., & Graven, M. (2018). Exploring grade 3 teachers’ resistance to “take up” progressive mathematics teaching roles. Mathematics Education Research Journal. http://doi.org/10.1007/s1339401802377
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/10.1007/9783319702872
Chikiwa, S. (2018). Short paper The role of video analysis in developing the Foundation Phase preservice 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. 7982). 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 afterschool 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 inservice 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 multidirectional ZPD. Educational Studies in Mathematics, 96(3), 275287.
Graven, M. (2017). Research for educational change, Jill Adler & Anna Sfard (Eds.). Pythagoras, 38(1), 14.
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, SA., & 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, SA., & Graven, M. (2017). Linguistic obstacles to second language learners’ access to mathematical talk for individualized sensemaking. Short Communication presented at the 40th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) 2017. Monash University, 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.546553). 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.
StevensonMilln, 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/s1185801708637
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 ResourceConstrained Contexts. Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/9781137529800_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 ResourceConstrained Contexts. (pp. 1123). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/9781137529800_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 ResourceConstrained Contexts (pp. 45–60). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/9781137529800_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 ResourceConstrained Contexts. (pp. 6178). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/9781137529800_4
Wasserman, A. (2017). Chapter 6: Adapting Mathematics Recovery Individual Assessments for Group Administration in ResourceConstrained Contexts. In M. Graven & H. Venkat (Eds.), Improving Primary Mathematics Education, Teaching and Learning Research for Development in ResourceConstrained Contexts. (pp. 8195). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/9781137529800_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 ResourceConstrained Contexts. (pp. 97113). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/9781137529800_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 ResourceConstrained Contexts. (pp. 147159). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/9781137529800_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 ResourceConstrained Contexts. (pp. 163–178). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/9781137529800_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 ResourceConstrained Contexts. (pp. 217–234). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/9781137529800_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 lowincome countries. In D. Bland (Ed.), Imagination for inclusion: Diverse contexts of educational practice (pp. 146–158). Routledge. 
2016  Peer reviewed publications 
HeydMetzuyanim, E., & Graven, M. (2016). Between peoplepleasing and mathematizing: South African learners’ struggle for numeracy. Educational Studies in Mathematics, 91(3), 349373. doi:10.1007/s1064901596378 
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 workingclass 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 afterschool programmes  A community approach. In S. A. Paphits & D. Hornby (Eds.), Rhodes University Community Engaged Learning Symposium (pp. 55–56). Grahamstown, South Africa: Rhodes University. 
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 University 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 University of Technology. 
2016  Presentations / workshops with proceedings or publication 
Stott, D. (2016). Five years on: learning programme design for primary afterschool 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 University 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 togetherorganising a family Maths event. Learning and Teaching Mathematics, 19, 3–6.

2015  Presentations / workshops with proceedings or publication 
Hebe 2015 Investigating teachers’ reflections on teaching through lesson study. In S. Maoto, B. Chigonga, & K. Masha (Eds.), Proceedings of the 21st Annual National Congress of the Association for Mathematics Education of South Africa (Vol. 1, pp. 226–235). Polokwane: University of Limpopo. 
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.), Proceedings of the 21st Annual National Congress of the Association for Mathematics Education of South Africa (Vol. 1, pp. 443–454). Polokwane: University 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.), Developing mathematical language and reasoning  International Symposium Elementary Maths Teaching (pp. 311–321). Prague: Charles University, 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 highstakes 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., & HeydMetzuyanim, 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. Afterschool 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 inservice 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. & HeydMetzuyanim, 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 University, 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 University, 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 postapartheid context. ZDM. Available at: http://link.springer.com/10.1007/s1185801305667 
2013 
Peer reviewed publications 
Using Bernstein to analyse primary maths teachersâ€™ positions and identities in the context of national standardised assessment: the case of the ANAs. Journal of Education, 58, 1–23. 
2013 
Professional journal publications 
Stott, D., 2013. StompTapClapSnap: 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(12), 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 inservice 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 afterschool mathematics club. Pythagoras, 34(1), pp. 2938 
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. & Schäfer, M., 2013. Interview with a Mathematics Doodler – Dr Sizwe Mabizela, Deputy Vice Chancellor, Rhodes University. 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 INSERVICE 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 14: 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 
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: University 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: University 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 afterschool 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). 
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 reauthoring 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). University of Pretoria: DHET. 
2012 
Presentations / workshops with proceedings or publication 
Graven, M. (2012). Socioeconomic 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 University. 
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 University, 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 University, 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: University 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 94105 University 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 143145 University 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 18^{th} Annual National Congress of the Association for Mathematical Education of South Africa (AMESA), pp. 146156 NorthWest University, 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 18^{th} Annual National Congress of the Association for Mathematical Education of South Africa (AMESA), pp. 276286 NorthWest University, 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 18^{th} Annual National Congress of the Association for Mathematical Education of South Africa (AMESA), pp. 276286 NorthWest University, Potchefstroom 
2012 
Pausigere, P. (2012) Foundation Phase numeracy enriching encounters at AMESA, 2011 Congress held in Johannesburg. Teaching and Learning Mathematics, 12, 1014. 

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), University of the Witwatersrand, Johannesburg, 161170. 
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 University, 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 11^{th} International Conference of The Mathematics Education into the 21th Century Project ^{ }(pp. 261266). Rhodes University 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: University 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: NorthWest University. 
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 HeydMetzuyanim, 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: multidirectional analysis Vol 1 p 167. Discussion group at 40th PME conference in Szeged, Hungary. 
2016 
Debbie Stott. Family maths events run by afterschool programmes: emergent results from a 3year 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 University. 
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 University. 
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 University. 
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 University. 
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 University. 
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 University. 
2011 
Mellony Graven. Maths clubs – opportunities for new mathematical ways of being. Plenary talk for Grahamstown AMESA Conference, Feb 2011, Rhodes University. 
2011 
Zonia Jooste. Are teachers more knowledgeable than learners concerning the concept of zero? Opening Plenary talk for Grahamstown AMESA conference, Feb 2011, Rhodes University 
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, 30 May 2018 11:22:52 SAST