Dr Samukeliso Chikiwa

Dip-Ed (University of Zimbabwe), B.Ed Accounting (Midlands State University-Zimbabwe) M.Ed (Rhodes University) PhD (Rhodes University)

Position: Co-cordinator: BED(hons) Primary Education specialism, Masters'and PhD coordinator, PrimTed Maths RU Rep,

Room: E19

Email: s.chikiwa@ru.ac.za

Tel: 046 603 8377

Biography

Dr Chikiwa (Samu) trained as a high school teacher at Gweru Teachers' college under the University of Zimbabwe. She then did her B.Ed with Midlands State University in Zimbabwe b Her Master of Education study focused on development of knowledge for teaching, focusing at Number sense, while her PhD explored the development of reflective practice in pre-service teacher education. After graduating with her PhD from Rhodes, she joined the university as a lecturer in the Department of Primary and Early Childhood Education (DPECE). Currently she teaches both pre-service and in-service primary school teachers, covering modules in Mathematics education, professional and pedagogical studies and Research in Education. Dr Chikiwa coordinates and supervises Postgraduate studies (honours, master's and PhD) for the DPECE. She is also coordinating the first year Bachelor of Education student teachers. Dr Chikiwa has a special interest in number sense development and primary school geometry, although she has research and supervision interests in all primary school mathematics topics. She also has keen interest in the professional development of mathematics teachers, with special focus on knowledge for teaching and development of Reflective practice for mathematics teaching

Chikiwa, S., Westaway, L., & Graven, M. (2019). Learning from Practice: What Mathematics Knowledge Is Needed for Developing Number Sense?. In Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa (pp. 55-67).

Chikiwa, S., & Graven, M. (2021). How pre-service teachers reflect on their own mathematics teaching practice compared with the practice of others. African Journal of Research in Mathematics, Science and Technology Education, 25(2), 211-224.

Chikiwa, S. (2017). An investigation into the mathematics knowledge for teaching required to develop grade 2 learners’ number sense through counting. Rhodes University, Makhanda, South Africa.

Link to research

https://orcid.org/0000-0003-4956-5945

Last Modified: Thu, 02 Oct 2025 16:36:31 SAST