Immaculate Kizito Namukas

Immaculate Kizito Namukas
The University of Western Ontario | UWO · Faculty of Education

PhD

About

42
Publications
44,460
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239
Citations
Citations since 2017
9 Research Items
172 Citations
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Introduction
Immaculate Kizito Namukasa's research projects include “Mathematical thinking and activity,” “New teachers learning to teach mathematics,” “Expert teachers implementing innovative mathematics methods and environments in their classrooms,” “Parents doing mathematics with their children in community settings,” and “Complexity research inquiry and critical mathematics education in Canadian and international contexts.
Skills and Expertise
Additional affiliations
July 2004 - present
The University of Western Ontario
Position
  • Professor (Associate)
January 2004 - present
The University of Western Ontario
Position
  • Professor (Associate)

Publications

Publications (42)
Chapter
We have been working for several years in classrooms in Canada and in Brazil, collaborating with teachers in developing aesthetic mathematics experiences for students, using a design model that addresses teachers’ need to cover the curriculum while also wrapping their mandated content in richer contexts that offer low floor, high ceiling access to...
Article
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Computer programming has permeated many fields as a tool to model phenomena and processes and to make new discoveries. Curricula in many jurisdictions have been revised to use computer languages across K-12, and in some cases in mathematics education. The literature suggests that while digital media in mathematics education can be used as tools tha...
Chapter
Globally, computational thinking and coding in schools has become more popular as well as a growing area of interest in education reform. Coupling coding with creative thinking promises to meaningfully engage students in their learning and to improve their coding and computational thinking skills. This prompts discussions about STEAM (Science, Tech...
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Makerspaces and the learning and teaching associated with them have become a growing area of interest in K-12 education, especially with respect to student engagement in STEM. While the benefits of maker education in schools have been studied, little empirical research has been on how to assess K-12 student learning through making. In this paper, t...
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Purpose Many mathematical models have been shared to communicate about the COVID-19 outbreak; however, they require advanced mathematical skills. The main purpose of this study is to investigate in which way computational thinking (CT) tools and concepts are helpful to better understand the outbreak, and how the context of disease could be used as...
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In this paper we investigate students’ computational thinking in mathematics education. Specifically, through the analysis of teaching experiments conducted as qualitative case studies, we explore aspects of constructionism and problem solving. In different learning scenarios, pairs of elementary school and undergraduate students explored coding pu...
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Several nations have reformed both their mathematics pedagogy and curriculum. The remaining challenge is to review teaching and learning resources to support the renewed pedagogy and curriculum. This paper responds to the following question: what pedagogy and curriculum are depicted in textbooks used in Uganda? Ugandan textbooks were analyzed in te...
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Our goal in this paper is to propose a Computational Thinking Pedagogical Framework (CTPF), developed from constructionism and social-constructivism theories. CTPF includes four pedagogical experiences: (1) unplugged, (2) tinkering, (3) making, and (4) remixing. Unplugged experiences focus on activities implemented without the use of computers. Tin...
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Manipulatives—including the more recent touch-screen mobile device apps—belong to a broader network of learning tools . As teachers continue to search for learning materials that aid children to think mathematically, they are faced with a challenge of how to select materials that meet the needs of students. The profusion of virtual learning tools a...
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Purpose – The purpose of this paper is to present a workshop model for engaging children and parents in mathematics activities in public libraries or other informal education settings. Design/methodology/approach – This paper explores a workshop model for helping the school-aged children learn mathematics outside the school. The model includes fiv...
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In this chapter we offer a case study of an online Mathematics for Teachers course through the lens of four affordances of new media: democratization, multimodality, collaboration and performance. Mathematics, perhaps more so than other school subjects, has traditionally been a subject that people do not talk about outside of classroom settings. Ho...
Conference Paper
Full-text available
Reflective practice is important in professional work. This paper reports on an inquiry in which we reviewed literature on approaches to and examined our instructional strategies on reflective thinking in university course. The aim of the inquiry was to identify gaps in current reflective practices that could be filled by specific digital techno...
Chapter
Uganda suffered a turbulent political history and is challenged by socio-economic diversity. Its school system was inherited from Britain. The government in partnership with bilateral and multilateral agencies is currently expanding the system through programs such as privatization. But most of these programs are focusing on improved access and man...
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Problem solving as a pedagogical practice is a recent focus of mathematics education research and of professional learning. This study employs the phenomenographic framework for studying teachers' conceptions of ongoing professional learning opportunities focused on the teaching of mathematics through problem solving. Eleven grade 7 to 8 school tea...
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Providing professional development and support resources that offer additional learning to what teachers might have studied at school, university, and in practice is an increasingly recognized way to support teachers Web-based resources promise to deliver content and pedagogical knowledge in ways enriched by digital technologies. We report on a pro...
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Way too often, students find some concepts too abstract to comprehend. One of the strategies used to assist students with building conceptual knowledge is to use analogies. We investigate the place of nonmath analogies in teaching school mathematics. First, we demonstrate the widespread use of analogies by drawing examples through context analysis...
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This paper examines the character of school mathematics education in Uganda. It focuses on its successes, failures and its history. The methodology involved analyzing Ugandan curriculum documents and teaching resources. The analysis is through a comparative and post-colonial approach. The analysis reveals that Ugandan mathematics education is large...
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This paper explores the pre-tenure experiences of five assistant professors employed in the faculty of education of a research-intensive university. Acting as co-researchers, the authors researched their experiences through a critical narrative approach. The analysis, informed by critically-oriented writing that extends Wenger's Communities of Prac...
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In what unique ways can mathematics tasks contribute to pre-service teachers' understanding of subject matter and pedagogy? And what school mathematics tasks can usefully be included in a pre-service program? To contribute to answering these questions, we report on the selection and choice criteria for mathematics tasks that we use in an elementary...
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With the increased use of computer manipulatives in teaching there is need for theoretical discussions on the role of manipulatives. This paper reviews theoretical rationales for using manipulatives and illustrates how earlier distinctions of manipulative materials are broadened to include new forms of materials such as virtual manipulatives. Manip...
Chapter
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This country-specific chapter examines the implementation process and the effects of decentralizing education in a developing country. The government of Uganda perceives many merits in transferring financial, legal, administrative and political authority from the central government to autonomous local governments. The current Ugandan government beg...
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It is often said that student teachers’ underlying beliefs of what mathematics consists of and how it should be taught are restricted in two ways. On the one hand, future elementary teachers in general use only weak mathematical conceptions, which often do not help them to realise their educational ambitions. On a general educational level, many of...
Chapter
The mathematics-for-teachers tasks we discuss in this chapter have two qualities: (1) they offer teachers opportunities to experience the pleasure of mathematical insight; and (2) they aim to disrupt and reorganize teachers' views of what it means to do and learn mathematics. Given that many future and inservice elementary teachers fear and dislike...
Chapter
Full-text available
Learning to teach mathematics is a complex undertaking, and in the last twenty years there has been a great deal of research looking at aspects of the process. There are many ways one might structure an analysis of research on learning to teach mathematics. It is clear, though, from all the research on learners in all kinds of situations that what...
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A significant part of the equity debate relates to the sensitivity that teachers show toward the different social, cultural, and linguistic traditions that students bring to the mathematics classroom. This article combines geometry, geography, and equity by discussing a variety of world map projections and five K-10 mathematics activities that prom...
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What role do activities play in the understanding,of abstract ideas? Particu- larly, what role does the writing activity play in students’ thinking and know- ing? My work focuses on what students attend to and how,they attend as they engage in mathematical tasks. I adopt a stance that acts of distinction, from,which,students,bring forth worlds,of m...
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In mathematics teacher education, tasks that centre on doing mathematics are used for a variety of purposes, including learning new mathematics. In our research, we focus on doing mathematics as a therapeutic intervention. Many pre-service teachers in our program narrate impoverished mathematics experiences. We engage pre-service elementary school...
Article
In this paper we tell the story of the development of an online mathematics-for-teachers course and address issues related to the following questions: (1) How do we find time in a teacher education program to address the mathematics competence of prospective elementary school teachers? (2) What type of mathematics knowledge and experiences do eleme...
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What mathematics do elementary teachers need and how might such mathematics be provided in a teacher education program? In this paper we discuss the development of a mathematics-for-teachers component for our elementary (K-8) preservice education program. Our mathematics-for-teachers program has evolved from an elective course for 20 preservice tea...
Conference Paper
Full-text available
A "digital mathematical performance" is created in form of a skit to help both teachers and students learn the gesture of balanced and unbalanced equations. Similar to the use of physical balances, the developed skit introduces new metaphors to solving equations – specifically, the metaphors of loading and unloading and of falling out of balance. A...
Article
"Spring 2005." "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy, Department of Secondary Education." Thesis (Ph. D.)--University of Alberta, 2005. Includes bibliographical references (leaves 343-366).
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This essay reviews the principles motivating contemporarycritical mathematics discourses. Drawing from varied critical discourses including ethno-mathematics, critical theory, post-structural theory, and situated and ecological cognition, the essay examines the pragmatics of critiques to the privileged role of school mathematics in the era of globa...
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The purpose of this paper is to discuss the activities of collective learning structures. Drawing from ecological-complexity theory it elaborates on a theoretical framework for observing and acting upon collective learning. To interpret the relation between individual action, social interaction and the collective cognitive domain we adopt the therm...

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Projects

Projects (3)
Project
To elaborate and analyze of online educational curriculum materials (OECM) for the use of teachers in their lessons and within classroom.
Project
In the past, I’ve worked with local small non-profit organizations to help them develop sustainable strategies with respect to learning IT. We identified different roles a community partner would take in different stages of an IT project. I am interested in continuing to develop this line of research. Two years ago, I led a multidisciplinary research group and designed a mathematics workshop model for families of children in the local communities. We implemented a series of workshops in two major cities of Canada and China respectively. I am interested in exploring the collaboration opportunities with public libraries and/or schools to further develop this workshop model and expand it to other STEM subjects. There has been increased interest in integrating STEM education into library services. The first Public Libraries & STEM conference in August 2015, supported by the National Science Foundation and organized by Space Science Institute’s National Center for Interactive Learning (NCIL) and the Lunar and Planetary Institute (LPI), marked the significance and potential of this line of work.
Project
With K-12 teachers in South Western Ontario a team of researchers is planning, implementing, researching and sharing the potential of integrating computation thinking tangibles, robots and programs into the teaching of mathematics.