Peter Pausigere
Post-doctoral fellow (full time)
Email: peterpausigere@yahoo.com
Doctoral Research Title:
Primary mathematics teacher learning and identity within a numeracy in-service community of practice.
Key research aim and questions:
What is the nature of primary maths teacher learning within an in-service community of practice-inquiry context?
1. How do primary maths teachers’ professional identities evolve in relation to participation in an in-service community of practice-inquiry (as well as in other overlapping communities of practice)? What are the processes through which primary maths teacher identities evolve?
2. What activities, relations and forms of participation within the Community of Practice enable or constrain evolving primary maths teacher identities and practices? How do these enable or constrain?
3. How do these teacher evolving identities and practices relate or align to the broader official pedagogic identities promoted nationally and to other contextual factors external to the CoP?
Empirical field:
NICLE and NICLE numeracy classrooms
Key theoretical frames:
Communities of Practice (Wenger, 1998); Communities of Mathematical Inquiry (Jaworski 2005; 2006); Identity (Goos, 2004; Gee, 2001; Sfard and Prusak, 2005; Teachers’ professional knowledge landscapes (Clandinin and Connelly; 1996)
Key numeracy/numeracy teaching frames:
Strands of mathematical proficiency (Kipatrick, Swafford and Findel, 2001); Effective teachers of numeracy (Askew, Rhodes, Brown, Wiliam and Johnson; 1997)
Final thesis 2014
To cite this thesis:
Pausigere, P. (2014). PRIMARY MATHS TEACHER LEARNING AND IDENTITY WITHIN A NUMERACY IN-SERVICE COMMUNITY OF PRACTICE. Rhodes University, South Africa.
Publications and Research
- Peter Pausigere Proposal
- See also White Papers & Discussion Documents produced by the project team
2017 Publications
Pausigere, P. (2017). A sociological analysis of the pictures used in the South African foundation phase numeracy workbooks and their mathematical implications. Journal of Education, (70), 24–45.
Graven, M., & Pausigere, P. (2017). Learning affordances and participation enablers within a primary mathematics in-service community of practice. South African Journal of Childhood Education, 7(1), 11.
Pausigere, P. (2017). Chapter 14: Key Aspects of Communities of Practice That Enable Primary Maths Teacher Learning. In M. Graven & H. Venkat (Eds.), Improving Primary Mathematics Education, Teaching and Learning Research for Development in Resource-Constrained Contexts. (pp. 217–234). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/978-1-137-52980-0_4
2016 Publications
Pausigere, P. (2016). On Bernstein’s sociology of pedagogy and how it can inform the pedagogic realisation of poor and working-class children in South African primary maths education. Educational Research for Social Change (ERSC), 5(1), 41–53.
2015 Publications
Pausigere, P. (2015). On the sociology of knowledge and ensuring learning for all in South African primary maths education. In S. Maoto, B. Chigonga, & K. Masha (Eds.), Proceedings of the 21st Annual National Congress of the Association for Mathematics Education of South Africa (Vol. 1, pp. 443–454). Polokwane: University of Limpopo.
2014 Publications
Pausigere, P., & Graven, M. (2014). Learning metaphors and learning stories (stelos) of teachers participating in an in-service numeracy community of practice. Education as Change, 18(1), 33–46. doi:10.1080/16823206.2013.847027
Pausigere 2014. On South African primary maths learner identity: a Bernsteinian illumination. In P. Webb, M. G. Villanueva, & L. Webb, eds. New avenues to transform Mathematics, Science and Technology Education in Africa: Proceedings of the 22nd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education. Port Elizabeth: Nelson Mandela Metropolitan University, pp. 114–129.
2013 Publications
Using Bernstein to analyse primary maths teachers’ positions and identities in the context of national standardised assessment: the case of the ANAs. Journal of Education, 58, 1–23.
Pausigere 2013 Education and Training Initiatives at the Central Methodist Church Refugee House in Johannesburg Research methodology. Perspectives in Education, 31(2), pp.42–53.
Pausigere, P., & Graven, M. (2013). Unveiling the South African official primary mathematics teacher pedagogic identity. Perspectives in Education: Special Issue on Primary Mathematics, 31(3), 19–33.
Pausigere, P., 2013. On Maths Teacher Identity: A response to Anna Chronaki’s Identity Work. In M. Berger et al., eds. Proceedings of the Seventh International Mathematics Education and Society Conference. Cape Town: MES 7, pp. 25–30.
Pausigere, P., & Graven, M. (2013). Affordances and constraints in a Primary Maths Community of Practice in-service programme. In N. Mpalami & R. Letlatsa (Eds.), Proceedings of the Fourth Regional Congress of the International Commission on Mathematical Instruction (pp. 104–111). Maseru: AFRICME 4.
Graven, M., Pence, B., Hakansson, S., & Pausigere, P. (2013). EXPLORING THE RELATIONSHIP BETWEEN IN-SERVICE MATHEMATICS TEACHER SUPPORT AND RETENTION. In M. Berger, K. Brodie, V. Frith, & K. le Roux (Eds.), Proceedings of the Seventh International Mathematics Education and Society Conference (Vol. 1, pp. 117–120). Cape Town: MES 7.
Pausigere, P., & Graven, M. (2013). On the constituents of Primary Maths Teacher Identity: Towards a model. In M. Ogunniyi, O. Amosun, K. Langenhoven, S. Kwofie, & S. Dinie (Eds.), Making Mathematics, Science And Technology Education, Socially And Culturally Relevant In Africa: Proceedings Of 21st Annual Meeting Of The Southern African Association For Research In Mathematics, Science And Technology Education (pp. 184–196). Cape Town: University of the Western Cape (UWC).
2012 Publications
Peter Pausigere (2012). Using Bernstein to analyse primary maths teachers’ practices and identities in the context of education change: the case of the Annual National Assessment (ANA). Abstract in the Department of Education and Higher Education and Training (DHET) Teacher Education Conference proceedings (p. 38). University of Pretoria: DHET.
Pausigere, P. (2012) Foundation Phase Numeracy Enriching Encounters at the 2011 AMESA National Congress, 2011 Congress held in Johannesburg. Teaching and Learning Mathematics, 12, 10-14.
Pausigere, P. & Graven, M. (2012). The story of two Reception teachers participating in NICLE: emergent themes and early childhood mathematics education learning trajectories. In M. Graven & H. Venkatakrishnan, eds. Early Childhood Education Research and Development Week. Grahamstown: Rhodes University, pp. 63–65.
Pausigere, P and Graven, M. (2012). PRIMARY TEACHER IMAGINATION: THE EMERGENCE OF IDENTITIES THROUGH PARTICIPATION IN A NUMERACY COMMUNITY OF PRACTICE. In S. Nieuwoudt, D. Laubscher & H. Dreyer (Eds.), Proceedings of the 18th National Congress of the Association of Mathematical Education of South Africa (pp. 276-286). North-West University Potchefstroom: AMESA.
2011 Publications
Pausigere, P. (2011). Challenges and possibilities in emergency education: Insights for mathematics teaching and learning at a Johannesburg refugee school In L. Paditz & A. Rogerson (Eds.), Proceedings of the 11th International Conference of The Mathematics Education into the 21th Century Project (pp. 261-266). Rhodes University Grahamstown: MEC21.
Last Modified: Wed, 31 Jan 2018 14:55:20 SAST