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2012 Publications

Graven, M., & Venkatakrishnan, H. (2012). 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.

Teacher Support, Identity and Retention: Exploring the Relationship. Teacher Support, Identity and Retention: Exploring the Relationship. Monograph: Mathematics Teacher Retention. Los Angeles, CA: California Mathematics Project.

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

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

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.

Graven, Stott - 2012a 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.

Graven, M. (2012). The evolution of an instrument for accessing early learning mathematical dispositions. In M. Graven & H. Venkatakrishnan, eds. Early Childhood Education Research and Development Week. Grahamstown: Rhodes University, pp. 53–55.

Pausigere, P. & Graven, M. (2012). The story of two Reception teachers participating in NICLE: emergent themes and early childhood mathematicseducation learning trajectories. In M. Graven & H. Venkatakrishnan, eds. Early Childhood Education Research and Development Week. Grahamstown: Rhodes University, pp. 63–65.

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.

Pausigere, P, 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

Graven, Stott - 2012b 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

2011 Publications

Graven - 2011c‌. Mathematical learning opportunities for young learners with touch screen technology. Learning and Teaching Mathematics, 9(January), 43–45.

Graven - 2011a. Review of the newly launched website www.MathsEdge.org.za. Learning and Teaching Mathematics, 9(January), 8–10.

Graven - 2011b Do South African Mathematics teachers need narrative therapy? Proceedings of the 11th International Conference of the Mathematics Education into the 21st Century Project (pp. 127–133). Grahamstown: Rhodes University.

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

Graven, Buytenhuys - 2011 Mathematical Literacy in South Africa: Increasing Access and Quality in Learners' Mathematical Participation Both in and Beyond the Classroom, Springer. 493 - 509

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

Graven - 2011d 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.

2009 and earlier

Graven, Rollnick, Venkat, & Nakedi - 2009 Similarities and differences in the nature and role of contextualization in Mathematics, Mathematical Literacy and the Science South African FET Curricula. In M. Schäfer & C. McNamara (Eds.), Proceedings of the 17th Annual Meeting of the Southern African Association For Research In Mathematics, Science And Technology Education (pp. 155–162). Grahamstown, South Africa: Rhodes University.

Graven - 2009 Wenger Wenger’s (1998) perspective on learning is “ready for prime time” in some Mathematical Literacy classrooms. In M. Schäfer & C. McNamara (Eds.), Proceedings of the 17th Annual Meeting of the Southern African Association For Research In Mathematics, Science And Technology Education (pp. 71–82). Grahamstown, South Africa: Rhodes University.

Venkat et al. - 2009‌ “Reasoning and Reflecting” in Mathematical Literacy. Learning and Teaching Mathematics, 7(July), 47–53.

Venkat, Bowie, Graven - 2009 Positions and purposes for contextualisation in mathematics education in South Africa. African Journal of Research in Mathematics, Science and Technology Education, 13(Special Issue), 81–95.

Venkat et al. - 2009 Critiquing the Mathematical Literacy Assessment Taxonomy: Where is the Reasoning and the Problem Solving? Pythagoras, 70(December), 43–56.

Venkat, Graven - 2008 Opening up spaces for learning: Learners’ perceptions of Mathematical Literacy in Grade 10. Education As Change, 12(1), 29 – 44.

Graven - 2008 Mathematical Literacy in South Africa - an opportunity for shifting learner identities in relation to Mathematics. In 11th International Congress on Mathematical Educaiton (pp. 41–42). Monterrey, Nuevo Leon, Mexico.

Buytenhuys, Graven, Venkatakrishnan - 2007. Mathematical Literacy - a Lifeline for Many. Learning and Teaching Mathematics, 5(November), 31–35.

Graven, Venkat - 2007 Emerging pedagogic agendas in the teaching of Mathematical Literacy. African Journal of Research in Mathematics, Science and Technology Education, 11(2), 67–84.

Venkatakrishnan, Graven - 2006 Mathematical Literacy in South Africa and Functional Mathematics in England: A consideration of overlaps and contrasts. Pythagoras, 64(December), 14–28.

Graven - 2005 Mathematics teacher retention and the role of Identity: Sam’s story. Pythagoras, 61(June), 2–10.

Graven - 2005 Dilemmas in the design of in-service education and training for mathematics teachers. In R. Vithal, J. Adler, & C. Keitel (Eds.), Researching Mathematics Education in South Africa: Perspectives, practices and possibilities (pp. 206–232). HSRC Press.

Graven - 2004 Investigating mathematics teacher learning within an in-service community of practice: The centrality of confidence. Educational Studies in Mathematics, 57(2), 177–211.

Graven and Lerman 2003‌ Book Review: Wenger (1998) Communities of practice: Learning, meaning and identity. Journal of Mathematics Teacher Education, 6, pp.185–194.

Graven - 2003 Teacher Learning as Changing Meaning, Practice, Community, Identity and Confidence: the Story of Ivan. For the Learning of Mathematics, 23(2), 25–33.

Graven - 2002 The effect of the South African curriculum change process on mathematics teacher roles. In P. Valero & O. Skovsmose (Eds.), Conference proceedings of the 3rd International MES Conference held in Copenhagen (pp. 1–10). Copenhagen: Centre for Research in Learning Mathematics.

Adler, Pournara, & Graven - 2000 Integration within and across mathematics. Pythagoras, 53, 2–13.

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