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Prof Mellony Graven | Dr Pamela Vale |
Ms Zipho Mqingwana |

B Sc Ed (Wits); B Sc Hons (Wits); M Phil (Cambridge University); PhD (Wits)

Email: m.graven@ru.ac.za

Mellony began lecturing in mathematics teacher education in 2001 following six years of working in in-service mathematics teacher education projects across various disadvantaged contexts.

- 2002 PHD Thesis: MG-Thesis

Her research interests and publications are primarily in the areas of:

- Mathematical Literacy and Numeracy Education
- Learner mathematical dispositions
- Teacher education
- Learning within a community of practice perspective

- See also White Papers & Discussion Documents produced by the project team
- April 2013: Annual National Assessments 2012 discussion document submitted to DoE by combined SA Numeracy Chairs (Wits and Rhodes)

2019 | 2018 | 2017 | 2016 |
2015, 2014, 2013 | Before 2013 |

**Cortina, J., Visnovska, J., Graven, M. & Vale, P. (2019).** Instructional design in pursuing equity: The case of the 'Fraction as Measure' sequence. In Govender, N., Mudaly, R., Mthethwa, T. & Singh-Pillay, A. (pp. 16 - 28). SAARMSTE: University of KwaZulu Natal, Durban.

**Graven, M. & Venkat, H. (2019).** [short paper] Diagnostic assessments for supporting moves toward strategic calculating and reasoning. In *Book of Abstracts, Short Papers & Snapshots* (pp. 105 - 108). SAARMSTE: University of KwaZulu Natal, Durban.

**Graven, M., & Venkatakrishnan, H. (2018). **Promoting teaching and learning of strategic calculation and thinking through diagnostic assessments. Integrated Education for the Real World 5th International STEM in Education Conference (pp. 123-129). Brisbane: Queensland University of Technology.

**Sibanda, L., & Graven, M. (2018)**. Can mathematics assessments be considered valid if learners fail to access what is asked of them, South African Journal of Childhood Education, 1–12.

**Robertson, S.-A., & Graven, M**. (2018). Exploratory mathematics talk in a second language: A sociolinguistic perspective. *Educational Studies in Mathematics*, 1–18. http://doi.org/10.1007/s10649-018-9840-5

**Robertson, S.-A., & Graven, M**. (2018). Using a transdisciplinary framework to examine mathematics classroom talk taking place in and through a second language. *ZDM*, (6), 1013–1027. http://doi.org/10.1007/s11858-018-0952-2

**Vale, P., & Graven, M**. (2018). Facilitating conceptual engagement with fractions through suspending the use of mathematical terminology. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), *Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education *(Vol. 4, pp. 331–338). Umeå, Sweden: PME.

**Visnovska, J., Cortina, J. L., Vale, P., & Graven, M.**** **(2018). The Role of the Story in Enabling Meaningful Mathematical Engagement in the Classroom. In J. Hunter, P. Perger, & L. Durragh (Eds.), *Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia* (pp. 717–724). Auckland, New Zealand: MERGA

**Graven, M., & Jorgensen, R**. (2018). Unexpected outcomes of a Family Mathematics Story-Time program. In J. Hunter, P. Perger, & L. Durragh (Eds.), *Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia *(pp. 345–352). Auckland, New Zealand: MERGA.

**Robertson, S-A., & Graven, M**. (2018). A teacher’s challenge in developing mathematics talk for sense-making in and through a second language. (Short Communication presented at the 41st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA): Making waves, opening spaces, 1-5 July 2018. Massey University, Albany, Auckland, New Zealand.

**Westaway, L., & Graven, M.** (2018). Exploring grade 3 teachers' resistance to 'take up' progressive mathematics teaching roles. *Mathematics Education Research Journal*. http://doi.org/10.1007/s13394-018-0237-7** **

**Graven, M**. (2017). Plenary lecture: Blending elementary mathematics education Research with development for equity – An ethical imperative enabling qualitatively richer work. In J. Novotná & H. Moraová (Eds.), *14th International Symposium Elementary Maths Teaching: Equity and diversity in elementary mathematics education* (pp. 20–31). Prague: SEMT. Graven - 2017 - Plenary lecture Blending elementary mathematics education Research with development for equity – An ethical imperative

**Westaway, L., & Graven. M.** (2017). Why teachers of Foundation Phase have yet to 'take up'progressive roles. In A. Downton, S. Livy & J. Hall, 40 Years. We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia (pp.546-553). Adelaide: MERGA

**Robertson, S-A., & Graven, M.** (2017). Linguistic obstacles to second language learners’ access to mathematical talk for individualized sense-making. Short Communication presented at the 40th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) 2017. Monash University, Melbourne, Australia.

**Robertson, S-A., & Graven, M. **(2017). South African challenges to transitioning from ritual to explorative participation. (Oral Communication presented at the 41st Conference of the International Group for the Psychology of Mathematics Education (PME), 2017. National Institute of Education, Singapore.) In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy, B.H. (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 259. Singapore: PME.

**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.

**Stott, D.** (2017). Workshop: Progressive development and profiling: Progression spectra for mathematics teachers. In T. Penlington & C. Chikiwa (Eds.), *Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa*. Port Elizabeth: AMESA.

**Chikiwa, S., Westaway, L., & Graven, M. **(2017). Learning from practice: What mathematics knowledge is needed for developing number sense? In T. Penlington & C. Chikiwa (Eds.), *Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa* (pp. 55–67). Port Elizabeth.

**Long, R.** (2017). Grade R Numeracy communities: The potential for teacher growth. In T. Penlington & C. Chikiwa (Eds.),

**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.),

**Graven, M., & Coles, A. **(2017). Resisting the desire for the unambiguous: productive gaps in researcher, teacher and student interpretations of a number story task. *ZDM*. http://doi.org/10.1007/s11858-017-0863-7

**Graven, M., & Venkat, H. **(2017). Editorial Foreword. In M. Graven & H. Venkat (Eds.), *Improving Primary Mathematics Education, Teaching and Learning Research for Development in Resource-Constrained Contexts*. Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/978-1-137-52980-0_4

**Graven, M., & Venkat, H.** (2017). Chapter 2: Advocating Linked Research and Development in the Primary Mathematics Education Landscape in Contexts of Poverty. In M. Graven & H. Venkat (Eds.), *Improving Primary Mathematics Education, Teaching and Learning Research for Development in Resource-Constrained Contexts*. (pp. 11-23). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/978-1-137-52980-0_4

**Venkat, H., & Graven, M. **(2017). Chapter 11: Changing Teaching Through a Resources Approach. In M. Graven & H. Venkat (Eds.), *Improving Primary Mathematics Education, Teaching and Learning Research for Development in Resource-Constrained Contexts*. (pp. 163–178). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/978-1-137-52980-0_4

**Publications for 2016**

**Long**, C., **Graven**, M., **Sayed**, Y. & **Lampen**, E. (2016). Enabling and Constraining Conditions of Professional Teacher Agency: The South African Context. *Contemporary Education Dialogues, 14(1) pp. xx -xx*

**Graven**, M., **Phakeng**, M., & **Nyabanyaba**, T. (2016). Establishing a community of practice of leading African scholars in mathematics education - The significant contribution of Prof Jill Adler. In M. Phakeng & S. Lerman (Eds.), (pp. 43–57). Switzerland: Springer International Publishing. doi:10.1007/978-3-319-38824-3_5

**Atweh**, B., & **Graven**, M. (2016). Ethical imagination and the inclusive education agenda: The case of low-income countries. In D. Bland (Ed.), *Imagination for inclusion: Diverse contexts of educational practice* (pp. 146–158). Routledge.

**Graven**, M. (2016). When systemic interventions get in the way of localized mathematics reform. , (1), 8–13.

**Graven**, M. (2016). Strengthening maths learning dispositions through math clubs .

**Graven**, M. (2016). Teacher perceptions of the successes and challenges of a mathematics homework drive for primary learners. 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. 36–45). Pretoria, South Africa: Tshwane University of Technology. Graven - 2016 - Teacher perceptions of the successes and challenges of a mathematics homework drive for primary learners?

**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

**Graven**, M. (2015). Going back in order to go forward - recovery of mathematical foundations for intermediate phase improvement. , 1+10.

**Graven**, M., & **Stott**, D. (2015). Families enjoying Maths together-organising a family Maths event. *Learning and Teaching Mathematics*, *19*, 3–6. Graven, Stott - 2015 - Families enjoying Maths together-organising a family Maths event

**Heyd-Metzuyanim**, E., & **Graven**, M. (2015). Between people-pleasing and mathematizing - South African learners’ struggle for numeracy. *Educational Studies in Mathematics*. doi:10.1007/s10649-015-9637-8 Heyd-Metzuyanim Graven 2015 Between people-pleasing and mathematising: South African learners struggle for numeracy

**Stott**, D., & **Graven**, M. (2015). Adapting number talks to foreground mathematical progression in South African classrooms. In J. Novotná & H. Moraová (Eds.), (pp. 311–321). Prague: Charles University, Faculty of Education, Prague.

**Graven**, M. (2015) Graven - PME presentation 2015 presentation (PME)

**Graven**, M. (2015). Reluctant to think for herself. , p. 2015. Johannesburg.

**Sibanda**, L., & **Graven**, M. (2015). Applying a linguistic complexity checklist and formulae to the 2013 Grade 4 Mathematics National Assessment. In D. Huillet (Ed.), (pp. 197–210). Maputo, Mozambique: SAARMSTE.

**Hewana**, D., & **Graven**, M. (2015). Exploring frameworks for identifying learning dispositions-The story of Saki. In D. Huillet (Ed.), (pp. 96–104). Maputo, Mozambique: SAARMSTE.

SAARMSTE learning disposition presentation 2015?

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.), (pp. 69–83). Maputo, Mozambique: SAARMSTE.

Graven, M., & Venkat, H. (2014). Primary teachers experiences relating to the administration processes of high-stakes testing: The case of mathematics Annual National Assessments. , (October), 1–12.

Graven, M. (2014). Poverty, inequality and mathematics performance: the case of South Africa’s post-apartheid context. , 1039-1049.

Graven, M., & Heyd-Metzuyanim, E. (2014). Exploring the limitations and possibilities of researching mathematical dispositions of learners with low literacy levels. , (1), 20–35.

Graven, M., & Stott, D. (2014, January). Engaging families in maths. , pp. 6 & 8. Johannesburg.

Graven, M., & Lerman, S. (2014). **Communications Counting in threes: Lila’s amazing discovery**. *For the Learning of Mathematics*, *34*(1), 29–31.

Graven, M. & Heyd-Metzuyanim, E., (2014). Primary learner descriptions of a successful maths learner. 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. 39–50.?

Ndongeni, S. & Graven, M., (2014). **Investigating the nature of learner dispositions in the context of multiplication.** 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. 83–84.

Sonne, A. & Graven, M., (2014). **Investigating how problem solving skills can be developed using a collaborative learning environment**. 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. 95–96.

Hewana, D. & Graven, M., (2014). **Grade 4 learners mathematical dispositions: a case study of three learners participating in an after school club**. 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. 49–50.

Pausigere, P., & Graven, M. (2013). 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.

Graven, M., Venkat, H., Westaway, L., & Tshesane, H. (2013). Place value without number sensed for mental mathematical skills assessment within the Annual National Assessments. , (2), 131–143.

Stott, D., & Graven, M. (2013). **Research tensions with the use of timed numeracy fluency assessments as a research tool.** *Perspectives in Education: Special Issue on Primary Mathematics*, *31*(3), 79–93.

Stott, D. & Graven, M., (2013). **Starting after school maths clubs for grades 3 and 4. **In Quality in Question: *Proceedings of Regional SARAECE Conference.* East London: SARAECE.

Graven, M. & Stott, D., (2013). **Maths clubs as critical learning spaces for Early Childhood teachers and learners.** In Quality in Question: *Proceedings of Regional SARAECE Conference*. East London: SARAECE.

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

Stott, D., & Graven, M. (2013). The dialectical relationship between theory and practice in the design of an after-school mathematics club?. *Pythagoras*, *34*(1), pp. 29-38

Stott, D. & Graven, M., 2013. Quantifying qualitative numeracy interview data. In Z. Davis & S. Jaffer, eds. Proceedings of the 19th Annual Congress of the Association for Mathematics Education of South Africa, Vol. 1. Bellville, Cape Town: Association for Mathematics Education of South Africa (AMESA), pp. 194–208.

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.

Graven, M. & Schäfer, M., (2013). Interview with a Mathematics Doodler – Dr Sizwe Mabizela, Deputy Vice Chancellor, Rhodes University. Learning and Teaching Mathematics, (14), pp.3–4.

Graven, M. & Venkatakrishnan, H., 2013. ANAs: ANAs Possibilities and Constraints for Mathematical Learning. Learning and Teaching Mathematics, (14), pp.12–16.

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.

Venkat, H., & Graven, M. (2013). Insights from working with assessment instruments in primary mathematics Grades 1-4: Workshop. In M. Ogunniyi, O. Amosun, K. Langenhoven, S. Kwofie, & S. Dinie (Eds.), (pp. 122–123). Cape Town: University of the Western Cape.

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).

Stott, D., & Graven, M. (2013). Procedural spectrums: translating qualitative data into visual summaries?. 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. 55–66). Cape Town: University of the Western Cape (UWC).

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, 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. Cape Town: University of the Western Cape (UWC).*

- For a full list of Mellony's other publications, click here.
- To see Mellony's Google Scholar Citations, click here.

PhD (Rhodes), MEd (Rhodes), BA(Hons) (Psych) (Unisa), BA (NMMU)

Email: pamela.vale@ru.ac.za

Pam joined the SANC project team as a postdoctoral fellow in 2017. From April 2019 she will take on the new role of Senior Researcher and VESTAS/SANC project co-ordinator.

Her main roles in the project are:

- Development and implementation of the MICLE teacher professional development programme for Grade 4 - 7 mathematics teachers
- VESTAS/SANC project co-ordination including the running and oversight of several after-school mathematics clubs
- Main research project:Researching the use of measurement to teach fractions in the Intermediate Phase in collaboration with Dr Jana Visnovska (University of Queensland) and Dr José Cortina (National Pedagogic University, Mexico) and working with Prof Graven
- Student supervision
- General academic support of SANC postgraduate students

B.A. (Psychology & English), cum laude (NMMU)

B.A. (Hons) (Psychology), with distinction (Unisa)

M.Ed, with distinction (Rhodes University)

PhD (Rhodes University)

Publications

Pam's publications are available on her ResearchGate page

**Vale, P., & Graven, M**. (2018). Facilitating conceptual engagement with fractions through suspending the use of mathematical terminology. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), *Proceesings of the 42nd Conference of the International Group for the Psychology of Mathematics Education*(Vol. 4, pp. 331–338). Umeå, Sweden: PME.

**Visnovska, J., Cortina, J. L., Vale, P., & Graven, M.**** **(2018). The Role of the Story in Enabling Meaningful Mathematical Engagement in the Classroom. 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. 717–724). Auckland, New Zealand: MERGA**.**

Email: z.mqingwana@ru.ac.za

In June 2017, Zipho joined the project as the Project Admin Officer. She is responsible for logistical and administrative running of the project as well as administrative support to the Chair, its staff and students.

More about Zipho

- NQF level 5 Certificate in Information Technology and Computer Science, Eastcape Midlands College
- Certificate in Office Administration, Rhodes University
- Certificate in Information Technology, Rhodes University

Experience

She came to Rhodes in 2012 as a Clerical Intern at the Salaries Office in Finance Department. From Jan 2013-May 2015 she worked for Ubom! Eastern Cape Drama Company (based at Rhodes Drama Department) as a Project Administrator. From June 2015 to June 2017 she worked at the Research Office as an Administrative Assistant.

Additionally, Zipho was awarded a National Top Achievers Award by Eastcape Midlands College in Office Data Processing and Computer Programming.

Last Modified**: Sun, 17 Feb 2019 18:52:57 SAST**