Dr Wellington M. Hokonya

Dip-Ed (University of Zimbabwe), BA English and Communication (Zimbabwe Open University), Dip-SNE (University of Zimbabwe), Master of Education in Educational Management (Zimbabwe Open University),Post Graduate Teacher Education Certificate (Rhodes University), PhD (Rhodes University).

Position: Coordinator: BEd FP (3rd Years)

Email: wellington.hokonya@ru.ac.za

Tel: (046)603 8383

Biography:

Dr Hokonya trained as a general primary school teacher and later as Special Needs Educator, specialising in visual impairments. He completed a Bachelor of Arts in English and Communication Studies and a Master of Educational Management. His Master’s explored the effectiveness of the introduction of the practice of specialisation teachers in primary school. For his PhD, he sought to understand the mathematical identities of high school learners who had participated in afterschool mathematics clubs in primary. Dr Hokonya's research interest are learners’ mathematical identities and inclusive education or barriers to learning. He seeks to understand how teachers can effectively remove barriers to learning in their classrooms so that ALL learners can learn and learn effectively.

Hokonya, W M., Vale, P., Graven, M. (2022). Mathematics identities of a high school learner navigating landscapes of mathematics practice. Didactica Mathematicae . 2022, Vol. 44, p31-58. 28p.

Graven, M., Vale, P., Hokonya, W M., & Long, R. (2022). A decade of
the South African Numeracy Chair Project: Out-of-school learnerfocused interventions. In H. Venkat & N. Roberts (Eds.), Early
grade mathematics in South Africa (pp. 134–151). Oxford University Press.

Hokonya, W. M. (2021). An exploration of the mathematical learner identities of high school learners who participated in after school mathematics clubs in primary school. Unpublished PhD Thesis. Grahamstown: Rhodes University.

Link to research

https://orcid.org/0000-0001-5451-9906

Last Modified: Thu, 02 Oct 2025 16:38:42 SAST