Publications

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.

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).

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).

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

Graven, M. (2012). Accessing and assessing young learner’s mathematical dispositions. South African Journal of Childhood Education, 2(1), 49–62.

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, M. (2012). Socio-economic status and mathematics performance/learning: A review of South African research. 12th International Congress on Mathematical Education. Seoul: COEX.

2012

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 University of Malawi, Lilongwe.

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.

2012

Graven, M., & Stott, D. (2012). Fun with Maths Series. Grocotts Mail. Grahamstown.

2012

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. 146-156 North-West University, Potchefstroom

2012

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. 276-286 North-West University, Potchefstroom

2012

Pausigere, P. (2012) Foundation Phase numeracy enriching encounters at AMESA, 2011 Congress held in Johannesburg. Teaching and Learning Mathematics, 12, 10-14.

2011

Atweh, B., Graven, MH., Secada, W., Valero, P. (2011). Mapping Equity and Quality in Mathematics Education, Springer

2011

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

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, 161-170.

2011

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

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

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

Graven, M., Stott, D. (2011).  Exploring Online Numeracy Games for Primary Learners: Sharing Experiences of a Scifest Africa Workshop. A Journal of AMESA, August 2011. 10 - 16

2011

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. 261-266). Rhodes University Grahamstown: MEC21.