Zingiswa Mybert Monica Jojo

• PhD
• Professor (Full) at Rhodes University

This special issue addresses the complexities of mathematics teaching and learning in post-apartheid South Africa by exploring themes such as pedagogical reasoning, decoloniality, rural education challenges, and teacher preparation. It contributes to the ongoing dialogue on mathematics education's role in social transformation, enhancing the body o...

The integration of technology in the instructional process has been at the centre of attention in mathematics classrooms since the outbreak of the novel coronavirus (Covid-19) which was declared a global pandemic on 11 March 2020. This article reports on a study that used a quasi-experimental design to investigate the effectiveness of using the Geo...

This paper examines the significance and contribution of CALA to the mathematics knowledge of students. It focuses on the instruments and methods used in CALA to teach mathematics effectively in Zimbabwe. Learners’ failure to implement what they learn in mathematics has been worrisome to the Ministry of Education whose focus is to promote industria...

p style="text-align: justify;">Mathematics teachers’ instructional strategies lack in-depth knowledge of algebraic systems and hold misconceptions about solving two algebraic equations simultaneously. This study aimed to gain an in-depth analysis of teachers’ knowledge and perceptions about the promotion of conceptual learning and effective teachin...

With the closure of educational institutions during COVID-19, some leadership and management teams resorted to technology for online teaching. However, for the teaching practicum (TP) module, the move to online required specially designed interventions, resulting in a variety of different TP COVID-19 configurations. Fortuitously, at the outbreak of...

With the emergence of Covid-19 in South Africa in March 2020 and the subsequent lockdown restrictions, traditional universities looked to the University of South Africa for best practices regarding online teaching and learning. The Covid-19 lockdowns resulted in thousands of pre-service teachers in South African universities and colleges shifting a...

" Globally, the use of visuo-semiotic models (VSMs) in the mathematics classroom is called for across levels and topics. Literature confirms that visual cognition/literacy in teachers is limited and that their capabilities in visual representation is low. The aim of this study was therefore to explore pre-service teachers’ (PSTs) conception of VSMs...

A tambourine is one of the musical instruments commonly used in Islam. It is also used in an extracurricular activity in various schools so that many students are familiar with the instrument, making it relevant for learning mathematics. Furthermore, there is an approach to learning mathematics called Indonesian Realistic Mathematics Education (IRM...

Isolation, lack of connection and/or belonging, difficulty maintaining engagement and motivation for learning are common complaints for students separated from teaching and support staff in distance education. Using a mixed-methods approach, this article utilises dimensions of student engagement: cognitive, emotional and social behaviour to argue o...

This paper is based on an argument that the disruption of school spaces can demerit the myth that Mathematics is difficult and a struggle for learners in some contexts. Combining spatial theories and the phenomenon of disruption, the paper reports from a qualitative research project that analyzed the dynamics of space and place in South African sch...

This study aimed to determine the communication skill profile of Elementary Teacher Education (ETE) students enrolled in natural science online learning-based STEM. Pre-experimental research with a one-shot case study design was used in this study. The study's sample consisted of 25 ETE students from a university in Cimahi. Observation and document...

Empirical evidence in literature identified significant association between spatial ability and educational performance particularly in science, technology, engineering and mathematics (STEM). The purpose of this study was to explore pre-service teachers’ spatial skills in solving mathematics problems, in the context of coordinate geometry. It is e...

Mathematics teachers serve as instructional leaders in their classrooms to ensure effective teaching and learning of mathematics. This chapter chronicles the conceptualization of a leadership style that promote the teaching and learning of mathematics in rural secondary schools. In this chapter, a prediction of a leadership style that can transform...

Utilizing geometric pattern tasks in an action environment to support learners' algebraic reasoning skills.

This article chronicles how aconducive environment creates arestoration of dignity to disadvantaged mathematics foundation learners. The variation theory was used to provide the sequential building blocks required to learn foundation mathematics to grade 1- 5 learners in a district in the Eastern Cape province of South Africa. A sample of 23 learne...

Creating a classroom learning environment that is suitably designed for promotion of learners’ performance in geometry, a branch of mathematics that addresses spatial sense and geometric reasoning, is a daunting task. This article focuses on how grade 8 teachers’ action learning changed the learning environment for the promotion of geometry teachin...

For South Africa, the unsatisfactory teaching competencies of the majority of mathematics teachers is attributed to their weak content knowledge, instructional leadership in mathematics, and several curriculum changes since 1994 in basic education. The chapter resumes by introducing professionalism in mathematics, role players in mathematics teache...

This study reports on an exploratory study in which questionnaires assessing the understanding of grade 4 Mathematics concepts learnt as prescribed by Continuous Assessment Policy Statement (CAPS) were administered to 219 grade 5 learners from 20 randomly selected primary schools in the Limpopo province of South Africa at the beginning of the year...

This paper reports on an exploration of grade nine learners’ experiences in the design and construction of double-storey artefacts project at a secondary school in KwaZulu Natal, South Africa. The project engaged a process of drawing and construction of those artefacts in a technology education classroom to enhance and inform the teaching of geomet...

This paper reports on a study following the classroom practices of two high school teachers whilst teaching inequalities to grade 10 learners in KwaZulu Natal of South Africa. The study was conducted to establish the nature of instructional support that ca n generate in learners the kinds of mental representations that will enable them to thin...

This paper reports on a comparative study on Mathematics Continuous Professional Development (MCPD) programs piloted in selected developed and developing countries. The study sought to examine the status of existing professional development practice and the challenges practitioners experience in the implementation of such programs in these countrie...

This paper reports on a pilot study on Mathematics Continuous Professional Development (MCPD) programmes in the post-apartheid era South Africa. The study examined current practices in mathematics professional development programmes and the challenges practitioners experience in the implementation of such programmes. The study involved five of the...

This paper presents a practical demonstration and presentation observed whilst a pre-service teacher was teaching a mathematics lesson on ‘doubling a number’‘(Ukuphinda kabili)’, ‘to thirty two grade one learners in a primary school in kwaZulu Natal of South Africa. The lesson was presented in Zulu, the learners’ home language in line with the Curr...

This paper reports on how first year engineering University of Technology students, in South Africa conceptualised mathematical learning in the context of calculus with specific reference to the chain rule. Mental constructions made are analysed using reflective abstractions at the heart of which is APOS (Actions-Process-Object-Schema). This was a...

This article reports on the use of the Action-Process-Objects-Schema (APOS) theory as a theoretical framework to investigate first-year students’ understanding of the chain rule at a University of Technology in South Africa. Instructional design as part of APOS, based on the genetic decomposition, was used to teach the first-year students different...

This article reports on a study which investigated first year university engineering students’ construction of the definition of the concept of the chain rule in differential calculus at a University of Technology in South Africa. An APOS (Action-Process-Objects-Schema) approach was used to explore conceptual understanding displayed by students in...