Commonly known as Samu. Samu has been serving different education departments for the past 21 years. 2 years at primary school, 14 years at High school, 2 years-teachers' college, 3 years part-time lecturing at university.
She is currently registered as a full-time PhD student, running an after-school maths club with Lise Westaway at a local Grahamstown primary schools and assistant lecturing.
Diploma in Education, Bachelor of Education, Master in education.
Chikiwa, S. Snapshot The role of video analysis in developing the Foundation Phase pre-service teachers’ reflective practice and mathematical knowledge for teaching. In L. Webb (Ed.), Proceedings of the 26th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) (p. 47). Gaborone, Botswana: SAARMSTE. Chikiwa SAARMSTE 2018 - SN
AMESA 2017 presentation: Chikiwa AMESA 2017
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.
Chikiwa AMESA 2017 Long paper
Master’s thesis title: AN INVESTIGATION INTO THE MATHEMATICS KNOWLEDGE FOR TEACHING REQUIRED TO DEVELOP GRADE 2 LEARNERS’ NUMBER SENSE THROUGH COUNTING
Main research question: What Mathematics Knowledge for Teaching (MKfT) in relation to development of number sense through counting does an expert Grade 2 teacher have and use in her teaching?
Main theoretical / analytical frames: Mathematics Knowledge for Teaching (MKfT) by Ball, Thames and Phelps (2008). This framework defines six knowledge domains that are significant in the work of teaching mathematics.
Last Modified: Wed, 31 Jan 2018 14:25:52 SAST