### Publications

**Lee, A. & Schäfer, M. **(2013). Enactivism, mathematical identity and teaching for proficiency. *In S.K.Kwofie, M.B.Ogunniyi, O.Amosun, K.R. Langenhoven & S. Dinie (Eds.), **Proceedings of the 21 ^{ST} Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) Short Papers*. Cape Town, South Africa.

**Felix, C. & Schäfer, M. **(2013). “I once had this teacher…” Mathematics teachers tell their stories.. *In S.K.Kwofie, M.B.Ogunniyi, O.Amosun, K.R. Langenhoven & S. Dinie (Eds.), **Proceedings of the 21 ^{ST} Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) Short Papers*. Cape Town, South Africa.

**Schäfer, M., **(2013). Code-switching as a legitimate teaching strategy in multilingual classrooms. Abstract in *Proceedings of Gemeinsame Jahrestagung Deutsche Mathematiker-Vereinigung (DMV) und Gesellschaft für Didaktik der Mathematik (GDM). Münster, Germany.*

**Narayanan, A., & Schäfer, M.** (2014). Exploring suitable analytical models and instruments to understand how beginner teachers shape their professional identities. Presented at the *22 ^{nd} Annual Meeting of The Southern African Association for Research in Mathematics, Science and Technology Education* (SAARMSTE), 13 – 16 January 2014, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa.

**Kangela, N., & Schäfer, M.** (2014). Using Wenger’s three modes of belonging as an analytical tool to explore mathematics teacher professional identity change. Presented at the *22 ^{nd} Annual Meeting of The Southern African Association for Research in Mathematics, Science and Technology Education* (SAARMSTE), 13 – 16 January 2014, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa.

**Mbelani, X., & Schäfer, M.** (2014). Exploring learners’ experiences and perceptions of boredom in Grade 10 Mathematics classrooms. Presented at the *22 ^{nd} Annual Meeting of The Southern African Association for Research in Mathematics, Science and Technology Education* (SAARMSTE), 13 – 16 January 2014, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa.

**Cowley, J.M., & Schäfer, M.** (2014). Developing and using an assessment instrument for spatial skills in Grade 10 learners. Presented at the ^{nd} Annual Meeting of The Southern African Association for Research in Mathematics, Science and Technology Education

**Haywood, T., & Schäfer, M.** (2014). An exploration of learners’ autonomous learning of Mathematics by using selected Visual Technology for the Autonomous Learning of Mathematics (VITALmaths) video clips: a case study. Presented at the ^{nd} Annual Meeting of The Southern African Association for Research in Mathematics, Science and Technology Education

**Chikiwa, C.,**** & Schäfer, M.** (2014). Analytical tools for exploring code-switching in multi-lingual mathematics classrooms. Presented at the ^{nd} Annual Meeting of The Southern African Association for Research in Mathematics, Science and Technology Education

**Schäfer, M., **(2014). Enactivism as a discourse of analysis of teacher practice. Abstract in *Proceedings of 48. Jahrestagung der Gesellschaft für Didaktik der Mathematik (GDM). Koblenz, Germany.*

**Schäfer, M., **(2015). Researching reasoning and the autonomous learning when interacting with video clips. Abstract in *Proceedings of 49. Jahrestagung der Gesellschaft für Didaktik der Mathematik (GDM). Basel. Switzerland.*

**Dongwi, B., ****& Schäfer, M.** (2016). Examining mathematical reasoning through enacted visualization when solving word problems. Presented at the *24 ^{th} Annual Meeting of The Southern African Association for Research in Mathematics, Science and Technology Education* (SAARMSTE), 12 – 15 January 2016, Tshwane University of Technology, Pretoria, South Africa.

**Kangwa, L., ****& Schäfer, M.** (2016). An investigation of how VITALmaths video clips on mobile phones can be used by student teachers as a visualisation tool in the teaching of Number Sense. Presented at the *24 ^{th} Annual Meeting of The Southern African Association for Research in Mathematics, Science and Technology Education* (SAARMSTE), 12 – 15 January 2016, Tshwane University of Technology, Pretoria, South Africa.

**Schäfer, M.**, (2016). Autonomes Lernen – die Rolle einer geeigneten Sprache und Diskurses. Abstract in *Proceedings of 50. Gemeinsame Jahrestagung Deutsche Mathematiker-Vereinigung (DMV) und Gesellschaft für Didaktik der Mathematik (GDM). Heidelberg, Germany.*

**Schäfer, M.**, **& Linneweber-Lammerskitten, H. **(2016). Enhancing mathematical curiosity through VIALmaths video clip tasks. Presented at the *13 ^{th} International Congress on Mathematical Education (ICME-13). *24 – 31 July 2016. Hamburg University, Hamburg, Germany.

**Dongwi, B., ****& Schäfer, M.** (2016). Examining mathematical reasoning through enacted visualization when solving word problems. Poster presentation at the *13 ^{th} International Congress on Mathematical Education (ICME-13). *24 – 31 July 2016. Hamburg University, Hamburg, Germany.

**Kellen, M., Schäfer, M.**, **& Linneweber-Lammerskitten, H. **(2017). An analysis of mathematical reasoning and collaborative argumentation through interactions with VITALmaths video clips. Presented at the *25 ^{th} Annual Meeting of The Southern African Association for Research in Mathematics, Science and Technology Education* (SAARMSTE), 17 – 20 January 2016, Central University of Technology, Bloemfontein, South Africa.

**Dongwi, B., ****& Schäfer, M.** (2017). Enacted visualisation in mathematical reasoning. Presented at the *25 ^{th} Annual Meeting of The Southern African Association for Research in Mathematics, Science and Technology Education* (SAARMSTE), 17 – 20 January 2016, Central University of Technology, Bloemfontein, South Africa.

**Nghifimule, S., ****& Schäfer, M.** (2017). An analysis of the nature of visualisation objects in three Grade 9 mathematics textbooks. Presented at the *25 ^{th} Annual Meeting of The Southern African Association for Research in Mathematics, Science and Technology Education* (SAARMSTE), 17 – 20 January 2016, Central University of Technology, Bloemfontein, South Africa.

**Chikiwa, C., & Schäfer, M.** (2018). Promoting critical thinking in multilingual mathematics classes through questioning. *Eurasia Journal of Mathematics, Science and Technology Education. *14(8); em1562.

**Chikiwa, C & Schäfer, M.** (2019). *Teachers’ use of verbal language to evoke visualizations in multilingual mathematics classes*. Perspectives in Education, Vol 37 Issue 2, p. 124-140

**Dongwi, B. L. & Schäfer, M.** (2019). *Using enactivism to theorise the relationship between visualisation and reasoning processes when solving geometric tasks*. In N Govender, R. Mudaly, T. Mthethwa & A. Singh-Pillay (Eds.). Proceedings of the 27th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE). Durban, South Africa (DHET Accredited Long Paper)

**Dongwi, B. L. & Schäfer, M.** (June, 2019). *Task-solving in mathematics: The significance of visual imagery* Paper accepted to be presented at the ISTE conference, Kruger National Park, South Africa

**Dongwi, B. L. & Schäfer, M.** (2019). *The co-emergence of visualisation and reasoning processes in mathematical problem solving: An enactivist interpretation*. In M. Graven, H. Venkat, A. A. Essien & P. Vale (Eds.). Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol 2). Pretoria, South Africa: PME.

**Schäfer, M., & Namakali, N.** (2019). *The role of gestures in the teaching of mathematics*. Abstract in Proceedings of 53 Jahrestagung der Gesellschaft für Didaktik der Mathematik (GDM). Regensburg, Germany

**Chikiwa, C & Schäfer, M.** (2019). *Visualisation processes in selected Namibian mathematics classrooms.* In J. Kriek et al. (Eds) “Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology Education”. 10th ISTE 2019 International Conference, Kruger National Park, Mopani camp, Phalaborwa, Limpopo, South Africa; from 20-25 October 2019.

**Chikiwa, C** (2019*). Code switching in multilingual mathematics classes: What is lost in translation?* In J. Kriek et al. (Eds) “Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology Education”. 10th ISTE 2019 International Conference, Kruger National Park, Mopani camp, Phalaborwa, Limpopo, South Africa; from 20-25 October 2019.

**Chikiwa, C. & Schäfer, M.** (2019*). Visualisation processes in mathematics classrooms- The case of gestures.* In M. Graven, H. Venkat, A. A. Essien & P. Vale, Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (PME), 4-24, Volume 4, 07-12 July 2019, Pretoria, South Africa.

**Machaka, R & Chikiwa, C.** (2019). *Visualisation processes for teaching patterns in intermediate phase: A case of Grade 6 teachers.* In J. Naidoo & R. Mudaly (Eds). Developing Deep Mathematical Thinking through Mathematics teaching: Proceedings of the 25st Annual National Congress of the Association for Mathematics Education of South Africa (AMESA), Volume 2, 1st-5th July 2019, pp. 37-45. University of KwaZulu-Natal, Pinetown, Durban, South Africa.

**Chikiwa, C**. (2019). *Multilingual class teaching of Geometry and Trigonometry: What is lost in translation?* In J. Naidoo & R. Mudaly (Eds). Developing Deep Mathematical Thinking through Mathematics teaching: Proceedings of the 25st Annual National Congress of the Association for Mathematics Education of South Africa (AMESA), Volume 2, 1st-5th July 2019, pp. 17-23. University of KwaZulu-Natal, Pinetown, Durban, South Africa.

**Chikiwa, C., Matengu, G. & Schäfer, M**. (2019). *An analysis of how the use of geoboards as visualisation tools can be utilized in the teaching of quadrilaterals: A Namibian case study*. In M. Good & C. Stevenson-Milln, Research for inclusive, relevant and equitable quality Mathematics, Science and Technology Education: Promoting research-based opportunity for all; Proceedings of the 27th Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE). University of KwaZulu-Natal, Durban, South Africa, 14 – 18 January 2019. www.saarmste.org/conferences

**Chikiwa, C., Katenda, A. K. & Schäfer, M**. (2019). *Investigating how the use of visual models can enhance the teaching of common fractions for conceptual understanding in grade 8 learners: A Namibian case study.* In M. Good & C. Stevenson-Milln, Research for inclusive, relevant and equitable quality Mathematics, Science and Technology Education: Promoting research-based opportunity for all; Proceedings of the 27th Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE). University of KwaZulu-Natal, Durban, South Africa, 14 – 18 January 2019. www.saarmste.org/conferences

**Kangwa, L. & Schäfer, M.** (2019). *Student teachers’ use of short video clips as a visualisation medium in the teaching of Mathematics*. In M. Good & C. Stevenson-Milln, Research for inclusive, relevant and equitable quality Mathematics, Science and Technology Education: Promoting research-based opportunity for all; Proceedings of the 27th Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE). University of KwaZulu-Natal, Durban, South Africa, 14 – 18 January 2019. www.saarmste.org/conferences

**Chikiwa, C & Ssennyomo, B. J.** (2019). *Visualization processes in conceptual teaching of word problems in grade 9 mathematics classes.* In Strengthening Mathematics and Science Education in Africa (SMASE-Africa): Teacher Professional Development in Africa: Knowledge, Skills and Values in STEM Learning Environments. Conference on Mathematics, Science and Technology Education in Africa (COMSTEDA) – CEMASTEA, Nairobi, Kenya, 16th – 20th December 2019.

**Schäfer, M. **(2019). *Consolidating a visualisation research agenda into a coherent narrative: our story in Grahamstown.* Invited lecture at the University of Torino in Italy. November 2019.

**Chikiwa, C. **(2019). Problem solving in school mathematics: How visualisation can assist? In J. Naidoo & R. Mudaly (Eds). Developing Deep Mathematical Thinking through Mathematics teaching: Proceedings of the 25st Annual National Congress of the Association for Mathematics Education of South Africa (AMESA), Volume 2, 1st-5th July 2019, pp. 85-91. University of KwaZulu-Natal, Pinetown, Durban, RSA.

**Nakakuwa, T**. (2019). Using GeoGebra as a dynamic mathematics software tool for mathematical modelling in school mathematics. Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) research school poster presentation, University Pretoria, July 2019

**Editor of proceedings**

**Schäfer, M. and McNamara, C. **(2009) Eds. *Proceedings of the 17 ^{th} annual Congress of the Southern African Association for research on Mathematics, Science and Technology Education (SAARMSTE), Grahamstown. Volume 1: Long papers. ISBN 978-92-990043-6-4*

**Schäfer, M. and McNamara, C. **(2009) Eds. *Proceedings of the 17 ^{th} annual Congress of the Southern African Association for research on Mathematics, Science and Technology Education (SAARMSTE), Grahamstown.Volume 2: Short papers. ISBN 978-92-990043-7-1*

**Schäfer, M. and McNamara, C. **(2009) Eds. *Proceedings of the 17 ^{th} annual Congress of the Southern African Association for research on Mathematics, Science and Technology Education (SAARMSTE), Grahamstown. Book of Abstracts.*

**Chapters in books**

**Vandeleur, S. and Schafer, M.** (2011). Indigenous Technology and Culture. In Benson, C. & Lunt, J. (Eds.), *International Handbook of Primary Technology Education *(pp. 305 - 317). Rotterdam: Sense Publishers. ISBN 978-94-6091-544-4

**Graven, M. and Schafer, M.** (2014). A love for mathematical playfulness as a key ingredient of mathematical knowledge for teaching. In Venkat, H., Rollnick, M., Loughran, J. & Askew, M. (Eds.), *Exploring Mathematics and Science teachers’ knowledge *(pp. 163 – 177). Oxford: Routledge. ISBN 978-0-415-71387-0

**Editor of books**

**Schäfer, M., Samson, D. and Brown, B. **(2014). Namibia counts: Stories of Mathematics Education Research in Namibia. Grahamstown: South Africa. ISBN 978-0-620-61114-5

Last Modified**: Fri, 07 Feb 2020 14:56:10 SAST**