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 21ST 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 21ST 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 22nd 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 22nd 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 22nd 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 22nd 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.

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 22nd 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.

Chikiwa, C., & Schäfer, M. (2014).  Analytical tools for exploring code-switching in multi-lingual mathematics classrooms. Presented at the 22nd 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.

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 24th  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 24th  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 13th 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 13th 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 25th  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 25th  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 25th  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 17th 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 17th 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 17th 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