• Graduated Masters Students

     

    Scroll down to see our graduated masters students and access their theses and publications.



  • Noluntu Baart (2019) - full thesis, with distinction

    Proposal - Baart - Masters proposal

    Thesis title: Investigating the nature of grade six after school mathematics club learners' shifts in mathematics number sense and procedural fluency

     

    Gasenakaletso Hebe (2018) - full thesis, with distinction

    Proposal - Hebe Masters proposal 2015.pdf 

    Thesis title: Investigating grade 3 learners’ changing mathematical proficiency in a maths club programme focused on number sense progression
    Click here for thesis: GH-Thesis

    Current co-authored publication: Stott et al AMESA 2017 long paper

     

    Carolyn Stevenson-Milln (2018) - full thesis

    Proposal - Stevenson-Milln - Masters Proposal 2017 

    Thesis title: RESEARCHING THE DEVELOPMENTOF A PROGRAMME THAT MERGES MATHEMATICS AND MUSIC IN GRADE R
    Click here for thesis: CSM-Thesis

    Publications:

    MERGA Stevenson-Milln, C. (2018). Contribution to the Development of Self-Regulated Learning Through Merging Music and Mathematics. In J. Hunter, P. Perger, & L. Durragh (Eds.), Making waves, opening spaces (Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia)(pp. 685–692). Auckland, New Zealand: MERGA.

    AMESA Stevenson-Milln AMESA 2017 long paper

    SAARMSTE Stevenson-Milln, C. (2018). Designing an intervention programme merging music and mathematics in foundation phase. In L. Webb (Ed.), Proceedings of the 26th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) (pp. 189–194). Gaborone, Botswana: SAARMSTE. Stevenson-Milln SAARMSTE 2018 - SP

     

    Kate Young (2016) - full thesis, with distinction

    Proposal - Young - Masters proposal 2015 

    Thesis titleAdaptation of the Mathematics Recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia
    Click here for thesis: CY-Thesis
    Citation: 
    Young, C. (2016). Adaptation of the Mathematics Recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia. Rhodes University, Grahamstown.

     

    Anelia Wasserman (2015) - full thesis

    Proposal - Wasserman - Masters Proposal June 2014

    Thesis titleInvestigating a mathematics recovery program for assessment and intervention with groups of grade 4 learners.
    Click here for thesis: AW-Thesis
    Citation: Wasserman, A. (2015). Investigating a mathematics recovery program for assessment and intervention with groups of grade 4 learners. Rhodes University, Grahamstown. 

    Publications

    Wasserman, A. (2017). Chapter 6: Adapting Mathematics Recovery Individual Assessments for Group Administration in Resource-Constrained Contexts. In M. Graven & H. Venkat (Eds.), Improving Primary Mathematics Education, Teaching and Learning Research for Development in Resource-Constrained Contexts. (pp. 81-95). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/978-1-137-52980-0_4

     

    Roxanne Long (2015) - full thesis, with distinction

    Proposal - Long - Masters proposal June 2014?

    Thesis titleAn investigation into the promotion of productive learning dispositions in government policies and teacher assessment in Grade R and Grade 1 (with distinction)
    Click here for thesis: RL-Thesis
    ?Citation: Long, R. (2014). An investigation into the promotion of productive learning dispositions in government policies and teacher assessment in Grade R and Grade 1. Rhodes University.

    2016 SAARMSTE Presentation: Long, R., & Graven, M. (2016). Documentary analysis of learning dispositions promoted within the transition between Grade R and Grade 1 in the South African Curriculum and Assessment Policy. In W. Mwakapenda, T. Sedumedi, & M. Makgato (Eds.), PROCEEDINGS OF THE 24TH ANNUAL CONFERENCE OF THE SOUTHERN AFRICAN ASSOCIATION FOR RESEARCH IN MATHEMATICS, SCIENCE AND TECHNOLOGY EDUCATION (SAARMSTE) 2016 (pp. 123–135). Pretoria, South Africa: Tshwane University of Technology. Long, Graven - 2016 - Documentary analysis of learning dispositions promoted within the transition between Grade R and Grade 1?

     

    Diliza Hewana (2014) - full thesis 

    Thesis title: An investigation into the nature of grade 4 learners’ evolving mathematics learning dispositions: a case study of 3 learners participating in an after school mathematics club 
    Click here for thesis: DH-Thesis
    Citation: 
    Hewana, D. (2013). AN INVESTIGATION INTO THE NATURE OF GRADE 4 LEARNERS’ EVOLVING MATHEMATICS LEARNING DISPOSITIONS: A CASE STUDY OF 3 LEARNERS PARTICIPATING IN AN AFTER SCHOOL MATHEMATICS CLUB. Rhodes University.

    Hewana, D., & Graven, M. (2015). Exploring frameworks for identifying learning dispositions: The story of Saki. In D. Huillet (Ed.), 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE): Mathematics, Science and Technology Education for Empowerment and Equity (pp. 96–104). Maputo, Mozambique: SAARMSTE.

    Hewana 2014 - Grade 4 learners mathematical dispositions: a case study of three learners participating in an after school club. In 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: Routledge Taylor Francis Group, pp. 49–50.

    Graven, M., Hewana, D. & Stott, D., 2013.The Evolution of an Instrument for Researching Young Mathematical Dispositions. African Journal of Research in Mathematics, Science and Technology Education, 17(1-2), pp.26–37.

    Hewana, D. & Graven, M., 2013. What do Grade 4 Eastern Cape learners think maths is? In Z. Davis & S. Jaffer, eds. Proceedings of the 19th Annual Congress of the Association for Mathematics Education of South Africa, Vol. 2. Bellville, Cape Town: Association for Mathematics Education of South Africa (AMESA), p. 117.

     

    Olivia Kaulinge (2013) - full thesis

    Thesis title: EXAMINING THE NATURE OF LEARNING WITHIN AN AFTERSCHOOL MATHEMATICS CLUB: A CASE STUDY OF FOUR LEARNERS (February 2013)
    Click here to thesis: OK-Thesis
    Citation: 
    Kaulinge, P. O. (2013). Examining the nature of learning within an afterschool mathematics club: a case study of four learners. Rhodes University, South Africa.

    Kaulinge, P.O., Graven, M. & Stott, D., 2013. Investigating the nature of learning within an after-school mathematics club using the ZPD – a case study of four learners. In M. Ogunniyi et al., 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. Cape Town: UNIVERSITY OF THE WESTEN CAPE (UWC).

    Kaulinge, P. (2012) Analyzing the relationship between conceptual and procedural knowledge in a departmentally provided workbook. In Nieuwoudt, S., Laubscher, D. and Dreyer, H. (eds) Proceedings of 18th Annual National Congress of the Association for Mathematical Education of South Africa (AMESA), pp. 276-286 North-West University, Potchefstroom

     

    Roger Metelerkamp (2013) - by coursework & thesis, M.Ed (Math Ed)

    Thesis title: The importances of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners (December 2013)
    Click here for thesis: RM-Thesis
    Citation: 
    Metelerkamp, R. G. (2013). The importance’s of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners. Rhodes University.

    2014 SAARMSTE Presentation: Meterlerkamp, R. & Brown, B., 2014. The importance of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners. In 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: Routledge Taylor Francis Group, pp. 71–72. Metelerkamp 2014 - The importance of the physical analogue clock?...

     

    Zanele Mofu (2013) - by coursework & thesis, M.Ed (Math Ed)

    Thesis title: An investigation of a mathematics recovery programme for multiplicative reasoning to a group of learners in the South African context: a case study approach (December 2013) 

    Click here for thesis: ZM-Thesis
    Citation: 
    Mofu, Z. A. (2013). An investigation of a mathematics recovery programme for multiplicative reasoning to a group of learners in the South African context: a case study. Rhodes University, South Africa.

    Conference Presentations

    2017 SAARMSTE Conference Symposium: Exploring ways to assess the impact of an intervention model taken to scale with M. Graven, D.Stott, Z. Mofu, N. Baart, G. Hebe

    2015 SAARMSTE Conference Presentation: Graven, M., Stott, D., Mofu, Z. A., & Ndongeni, S. (2015). Identifying stages of numeracy proficiency to enable remediation of foundational knowledge using the Learning Framework in Number. In D. Huillet (Ed.), 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE): Mathematics, Science and Technology Education for Empowerment and Equity (pp. 69–83). Maputo, Mozambique: SAARMSTE.

    Publications

    Stott, D., Mofu, Z. A., & Ndongeni, S. (2017). Chapter 5: Adapting aspects of the mathematics recovery programme for use in various South African contexts. In M. Graven & H. Venkat (Eds.), Improving Primary Mathematics Education, Teaching and Learning Research for Development in Resource-Constrained Contexts. (pp. 61-78). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/978-1-137-52980-0_4

     

    Siviwe Ndongeni (2013) - by coursework & thesis, M.Ed (Math Ed)

    Thesis title: Examining the nature of the relationship between learners conceptual understanding and their mathematical dispositions in the context of multiplication (December 2013) 
    Click here for thesis: SN-Thesis
    Citation: 
    Ndongeni, S. (2013). Examining the relationship between learners’ conceptual understanding and their mathematical dispositions in the context of multiplication. Rhodes University, South Africa.

    2015 SAARMSTE Conference Presentation: Graven, M., Stott, D., Mofu, Z. A., & Ndongeni, S. (2015). Identifying stages of numeracy proficiency to enable remediation of foundational knowledge using the Learning Framework in Number In D. Huillet (Ed.), 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE): Mathematics, Science and Technology Education for Empowerment and Equity (pp. 69–83). Maputo, Mozambique: SAARMSTE.

    2014 SAARMSTE Presentation: Ndongeni, S. & Graven, M., 2014. Investigating the nature of learner dispositions in the context of multiplication. In 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: Routledge Taylor Francis Group, pp. 83–84.

     

    Anita Sonne (2013) - by coursework & thesis, M.Ed (Math Ed)

    Thesis titleInvestigating how problem solving skills can be developed using a collaborative learning environment (December 2013) 
    Click here for thesis: AN-Thesis
    Citation: 
    Sonne, A. (2013). Investigating how problem solving skills can be developed using a collaborative learning environment. Rhodes University.

    2014 SAARMSTE Presentation: Sonne, A. & Graven, M., 2014. Investigating how problem solving skills can be developed using a collaborative learning environment. In 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: Routledge Taylor Francis Group, pp. 95–96. Sonne 2014 - Investigating how problem solving skills?...

    Last Modified: Wed, 03 Apr 2019 12:25:52 SAST