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Zanele Mofu

Zanele Mofu Proposal

This study will explore the nature of mathematics teacher’s learning through their participation in running a math club and particiapting in a community of after school mathematics club facilitators. I will research the nature of teacher learning through their participation in the PfP teacher development programme, their running of maths clubs and their participation in community of after school mathematics club facilitators. I will use an interpretive qualitative case study approach to examine the nature of teacher learning of 8 Foundation Phase teachers from the King Williams Town district who will be participating in the teacher development programme that overlaps with running their maths clubs and participation in community of after school mathematic club facilitators. 

RESEARCH QUESTION

What is the nature of teacher learning through their participation in after school mathematics clubs and in a community of after school club facilitators?

SUB-QUESTIONS

  1. What are teacher’s experiences of running after school maths clubs?
  2. How do teachers’ learning experience in after school mathematics clubs influence their classroom practice?
  3. How does participation in the community of practice, particularly as relates to reflecting on club experiences and club preparation support or enable teacher learning?
  4. What are the enablers and constraints of teachers running after school maths clubs and participating in the club facilitator community of practice?

For Mofu's Masters thesis and earlier publications, click here and scroll down to her section. 

Publications

Mofu et al AMESA 2017 long paper
Mofu, Z., Graven, M., & Stott, D. (2017). Primary teacher learning through particiapting in a mathematics club programme: The story of Mandie. In T. Penlington & C. Chikiwa (Eds.), Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa (pp. 231–241). Port Elizabeth: AMESA.

Stott et al AMESA 2017 long paper and presentation Stott et al AMESA 2017 LP presentation
Stott, D., Graven, M., Baart, N., Hebe, G., & Mofu, Z. (2017). After school maths clubs: Investigating learner progression in an expanding intervention model. In Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa (pp. 313–324). Port Elizabeth: AMESA. 

Last Modified: Thu, 03 Aug 2017 09:30:54 SAST