Tel: 021 959 2798
Professor Bhekumusa Khuzwayo is currently an Associate Professor of Mathematics Education and the Director of the School of Science and Mathematics Education (SSME) at UWC.
Prof. Khuzwayo holds a PhD in Mathematics Education with focus in Selected Views and Critical Perspectives: An Account of Mathematics Education in South Africa from 1948-1994, from Aalborg University, Denmark. In addition, he holds a Masters of Education with focus in the Social and Political dimension of Mathematics Education from University of Leeds in the United Kingdom. His additional qualifications include a BEd (Hons) from University of Natal; a BSc (Mathematics, Applied Mathematics and Chemistry) from University of Transkei; and a Postgraduate HDE, BEd (Hons) from University of Natal.
Prof. Khuzwayo’s research focuses on mathematics education: history of mathematics, learners’ and teachers’ authentic critical voices in the mathematics classroom, mathematics curriculum, teacher development, ICT in mathematics education, mathematics education effectiveness and quality improvement.
He has received various awards including a scholarship by the British Council Scholarship at the University of Leeds, UK to study his MEd and later received FRD Scholarship for his PhD studies at Aalborg University, Denmark.
Prof. Khuzwayo is a member of different research organisations: AMESA, SAARMSTE, AASIKS and currently serves as a board member of Co-operative Organization for Upgrading of Numeracy Training (COUNTS), and Centre for the Advancement of Science and Mathematics Education (CASME).
Prof. Khuzwayo enjoys teaching as much as he is motivated to do research. He has published numerous articles in refereed journals and conference proceedings. He has contributed chapters to some few books. His professional contributions to the academic community include supervision of Masters and Doctoral students.
(selected refereed publications)
Refereed Conference Proceedings
[1.] Khuzwayo, Herbert (1999). ‘Occupation of our minds’: A dominant feature in mathematics education in South Africa’. Gates Peter (ed.) et al., Mathematics Education and Society. Proceedings of the International Conference, Nottingham, UK. September 6-11, 1998. Nottingham: Nottingham University (ISBN 0-9533812-0-X). 219-232 (1999).
[2.] Khuzwayo, HB; Webb, L., Bansilal S.; James, A. & B. Goba: An investigation into the design of advanced certificates in education on mathematical literacy teachers in KwaZulu-Natal. (English) Paditz, Ludwig (ed.) et al., Proceedings of the 11th international conference of The Mathematics Education into the 21st Century Project ‒ MEC 21: On turning dreams into reality. Transformations and paradigm shifts in mathematics education, Grahamstown, South Africa, September 11‒17, 2011. Grahamstown: The Mathematics Education into the 21st Century Project ‒ MEC 21 (ISBN 83-919465-0-9/pbk). 358-363 (2011).
[3.] Khuzwayo, Herbert; Bansilal, S.; James, Angela; Webb, Lyn; Goba, Busisiwe A case study of a teacher professional development programme for rural teachers. (English) Paditz, Ludwig (ed.) et al., Proceedings of the 11th international conference of The Mathematics Education into the 21st Century Project ‒ MEC 21: On turning dreams into reality. Transformations and paradigm shifts in mathematics education, Grahamstown, South Africa, September 11‒17, 2011. Grahamstown: The Mathematics Education into the 21st Century Project ‒ MEC 21 (ISBN 83-919465-0-9/pbk). 181-186 (2011).
[4.] Webb, Lyn; Khuzwayo, Herbert; Bansilal, S.; James, Angela; Goba, Busisiwe (2011): ACE: Mathematical Literacy Qualifications-Some Insights from KZN, Proceedings of the 17th National Congress of the Association for Mathematics Education of South Africa (AMESA); (Eds.) Hamsa Venkant & Anthony A. Essien, 154 (ISBN: 978-0-620-47378-1)
[5.] Webb, L., Bansilal, S.; James, A.; Khuzwayo, H & Goba, B. (2012). Some Insights Concerning Mathematical Literacy Teacher Training. Conference Proceedings of International Commission on Mathematics Education. Seol, Korea.
[6.] Khuzwayo, H. & Ogunniyi, M. B. (2016). Ending the “occupation of our minds”: The adoption of Ubuntu in Teaching and Learning of mathematics and Science. Exploring connections among Meteorological Science and Indigenous Knowledge Systems (IKSD) approach to science teaching, learning and assessment. Proceedings of the 2nd International Conference of the African Association for the Study of Indigenous Knowledge Systems (pp. 123 – 132), Universidade Pedagogica, Maputo, Mozambique.
[7.] Simons, MD & Khuzwayo, BH (2018). Pre-service teachers’ deeper understanding of geometric Annual Conference of the South African. North West University, South Africa.
[8.] Nxumalo, S., & Khuzwayo, BH (2018). Exploring Mathematical Concepts involved in ‘Ipopo’ cultural game”. Proceedings of the 45th Annual Conference of the Southern African Society Education. Cape Peninsula University of Technology, South Africa.
[9.] Nomlomo V., & Khuzwayo, BH. (2019). Exploring teachers’ experiences of Mathematics, Science and Language (MSL) Education during and after apartheid: A case of the Eastern Cape and KwaZulu-Natal Provinces. In P. N. Iwuanyanwu & V.O Netshandama -(Ed.), Proceedings of the 5th Annual Conference of African Association for the Study of Indigenous Knowledge Systems, (pp. 103 - 113). Thohoyandou, Limpopo South Africa: ISBN: 978-0-86808-767-2.
Chapters in Books
[10.] Khuzwayo, H.B. (2003): A History of Mathematics Education Research in South Africa; The Apartheid Years’. In Vithal R., Keitel C and Adler, J. (Eds.). Mathematics Education Research in South Africa. Perspectives, Practices and Possibilities.
[11.] Khuzwayo, H.B. (1997). Mathematics Education in South Africa: A Historical Perspective from 1948 to 1994. Research Report No. 7, Department of Mathematics, Physics, Chemistry and Informatics, Royal Danish School of Educational Studies, Copenhagen.
[12.] Khuzwayo, H.B. (2006). A Study of Mathematics Teachers’ Constraints in Changing
Practices: Some Lessons from Countries Participating in the Learner’s Perspectives Study. In D. J. Clarke, J. Emanuelson, E. Jablonka & I.A. C. Mok. Making Connections: Comparing Mathematics Classrooms around the World, 2005 Sense Publishers
[13.] Khuzwayo, HB; Webb, L., Bansilal S., James, A., & B. Goba. (2013). Curricular reform for the training of Mathematical Literacy teachers in South Africa: Looking back to move forward, (eds.) L. Wood & C. C. Wolhuter, Criticality, Creativity and Connections: In Pursuit of Educational Innovations, (ISBN No. 789-186822-640-5).
[14.] Khuzwayo, B.H. (2017). Numeracy as Social Practice: Global and Local Perspectives (Eds.) Keiko Yasukawa, Alan Rogers, Kara Jackson, Brian V. Street. Routledge (pp. 257-263).
[15.] Ngidi, D., Sibaya, P., Sibaya, D., Khuzwayo, H.B, Maphalala, M., & Ngwenya, N. (2010). Evaluation of the Effectiveness of the 360-Credit National Professional Diploma in Education (NPDE) Programme. South African Journal of Education, 30 (1), 27-39.
[16.] Khuzwayo, H.B., & Bansilal, S. (2012). Granting Learners an Authentic Voice in the Mathematics Classroom for the benefit of both the teacher and the learner. Pythagoras, 33(2).
[17.] Khuzwayo, H.B., S. Bansilal, James, A., & Goba, B. (2012). Tracing the impact: A case of a professional development programme in Mathematical Literacy. Africa Education Review, Special Edition, 9(1), 106 -120.
[18.] James, A., Bansilal, S., Webb, L., Goba, B., & Khuzwayo, H. (2015). Teacher Development Programmes in MST for Developing Contexts. Africa Education Review, 12(2), 145-160.
[19.] Khuzwayo, H. B., Bansilal, S., Webb, L., James, A., & Goba, B. (2015). Enabling Teacher Learning in Rural Districts: A Focus on Classroom Support; 2015. International Journal of Educational Science, 11(3), 300-311.
[20.] Khuzwayo, B.H. (2017). Progressive Mathematics teaching in South Africa: A focus on Curriculum reform from Outcomes-based Education (OBE) to Curriculum and Assessment Policy Statement (CAPS). Gender and Behaviour Volume, 15(2).
[21.] Olugbara, C. T., Imend, S. N., Olugbara, O. O., & Khuzwayo, H. B. (2019). Moderating effect of innovation consciousness and quality consciousness on intention-behaviour relationship in E-learning integration. Education and Information Technologies. https://doi.org/10.1007/s10639-019-09960-w
 Khuzwayo, ME & Khuzwayo, BH. Baseline Assessment in the Elementary Mathematics Classroom: Should it be Optional or Mandatory for Teaching and Learning? http://orcid.org/0000-0002-4084-8773. University of the Western Cape, Cape Town in Belville, South Africa http://orcid.org/0000-0002-6732-1787.
Professor Rajendran Govender, possess senior academic leadership experience with demonstrated leadership strengths and proven ability to manage multiple responsibilities in a dynamic environment with critical deadlines. Prof. Govender is well organised with attention to detail, and work well independently as well as collaboratively in a team setting. Proven ability to ‘think outside the box’ in identifying problems and implementing innovative solutions are the hallmarks of Prof. Govender’s leadership capabilities.
Prof. Govender is currently an Associate Professor in Mathematics Education in the School of Science and Mathematics Education and Dean of the Faculty of Education at the University of the Western Cape. He also served as Deputy Dean of Teaching and Learning in the Faculty of Education for the period 2017-2020. Prof. Govender started teaching school mathematics in 1985, became a college mathematics lecturer in 1995 and in 2002 he became a subject advisor of mathematics in KwaZulu-Natal. In 2003 he joined the University of Limpopo as a mathematics education lecturer, and in 2008 joined UWC.
Prof. Govender is a member of SAARMSTE, UMALUSI external moderator for Mathematics, serves as the President of AMESA, chairperson of SAMF Advisory Committee on Mathematics, and served chairperson of USaF Community of Practice for the Teaching and Learning of Mathematics (TLMCoP) for the period 2016-2020.
He is currently the Editor-in-Chief of the Pythagoras journal, which is a Scopus indexed journal. He served as a team leader for the conceptualization and writing of the Curriculum Statement for National Senior Certificate for Adults (NASCA) in Mathematics. He serves as a work stream leader on geometry and measurement in the DHET Primary Teacher Education project. At the University of Western Cape, he has been appointed as chairperson of the IOP (2021-2025) task team 3 for Goal Area 2 – Learning and Teaching, has coordinated the development of the new Assessment Policy for UWC in 2020-2021, and served as an active member of the Curriculum Transformation task team.
His core areas of mathematics education research embrace reasoning, generalising, proof, problem-solving, modelling and the use of ICT in mathematics.
Location: Room 9, Goldfields Building
Tel: 021 959 3734
Mr Shafiek Dinie has been involved in Science Education for the past 25 years, having taught science at high school level for over 10 years and at university for the past 15 years. Currently involved in science education teaching and training of both pre-service as well as postgraduate students at university level, who are studying towards their BEd undergraduate and Science Education postgraduate degrees, coupled to supervision of postgraduate students.
Mr Dinie's involvement in the Science Indigenous Knowledge Project (SIKSP) was to build capacity in PRESET and INSET teachers to develop material resources and teaching methodologies to teach science-IK curricula at school level. He is also involved in programmes to strengthen onsite capacity training of science teachers involved in-house inset training to science education teachers in the Western Cape Education Department (WCED) and Eastern Cape Department of Education (ECDoE) programmes.
Mr Dinie's main focus at this time is to capacitate teachers to develop teaching and learning materials catering for both face to face and online environments as we usher in the 4th Industrial Revolution, which is challenging and revolutionising teaching and learning pedagogics going forward.
Publications and Peer-reviewed proceedings
Dinie, S. (2019). A Multi grade case study of Science Educators’ experiences in designing and implementing an integrated Science-Indigenous Knowledge curriculum in five selected schools in the western cape with learners in grades 4, 5, 8 and 9. Unpublished PhD. Cape Town. South Africa. University of the Western Cape. (Submitted for examination).
Dinie, S., & Langenhoven, K. (2015). From Policy to Action: Showcasing integrated science-IK teaching resources. Inaugural Conference of the African Association for the Study of Indigenous Knowledge Systems (AASIKS). University of Namibia, Windhoek, 2015.
Dinie, S., February, F., Kroukamp, G. (2013). The Effects of a Science-IKS program on participating educators’ views regarding the implementation of an integrated Science-IKS curriculum in South Africa. Proceedings of the 21st annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE 2013), University of the Western Cape (UWC), Bellville, Cape Town South Africa.
Moyo, P. V. & Ogunniyi, M. B. (2013). A case study using dialogical argumentation to explore grade 10 learners’ scientific and indigenous beliefs about lightning. In S.K. Kwofie, M.B. Ogunniyi, O. Amosun, K.R. Langenhoven, S. Dinie (Eds.). Proceedings of the 21st Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education. Cape Town. SJR Printers. 435-445.
Dinie, S., Angaama, D., George., Mhakhure, D., van der Linde, P., Paulse, S., Small, C., Gilbert, R., & Goodman, L. (2011). Matter and Materials Curricula Workshop. In M. B. Ogunniyi., Kwofie, S. K., Mushayikwa, E., & O. Amosun (Eds.)., Proceedings of the 3rd International Conference on the Integration of Science and Indigenous Knowledge Systems: The Melting Pot: Science and IKS.
Hoagland, C., Dinie, S., Scordias, M.(2011). Virtual Vignettes. Society for Information Technology & Teacher Education International Conference, Mar 7, 2011 in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Dinie. S. (2000) Effectiveness of Concept Mapping in improving Science language writing for English second language Grade 12. Unpublished M.Ed. Cape Town. South Africa. University of the Western Cape.
Location: Block A, Room 66
Tel: 021 959 9545
Dr Bruce May is a lecturer in the School of Science and Mathematics Education of the Education Faculty. He lectures undergraduate mathematics content and method courses and also supervises master’s and doctoral students in mathematics education.
Dr May’s research interests include:
- Elementary logic as a tool in proving mathematical statements
- Mathematical reasoning (cognitive architecture and processes involved in mathematical reasoning)
- Mathematical text comprehension
- Effects of distributed and spaced retrieval practice and test potentiated learning on mathematical knowledge and reasoning
May, B., & Fray, R. (2010). The Influence of Emotion, Confidence, Experience and Practice on the Learning Process in Mathematics. Learning and Teaching Mathematics, 8, 15 – 19.
May, B., & Fray, R. (2007, September 6). Linear Programming. Independent Newspapers in collaboration with South African Department of Education, Study Mate, issue 10, 5 – 11.
May, B. & Julie, R. (2014). Deepening thinking-like problems: The case of two students. In M. Lebitso & A. Maclean (Eds.), Proceedings of the 20th Annual Congress of the Association for Mathematics Education of South Africa (pp. 130 – 139). Kimberley, South Africa.
May, B. (2015). Proof: Does South African Learners call a sheep a dog because of a lack of adequate knowledge? In S. Maoto, B. Chigonga & K. Masha (Eds.), Proceedings of the 21st Annual Congress of the Association for Mathematics Education of South Africa (pp386 - 393. Polokwane, South Africa.
May, B. & Julie, C. (2018). A Mathematics Teaching Strategy: The Effects of Spiral Revision and Productive Practice in the Case of One Student. In R. Govender & K. Junqueira (Eds.), Proceedings of the 24th Annual Congress of the Association for Mathematics Education of South Africa (pp 320 - 336). Bloemfontein, South Africa.
May, B. & Julie, C. (2019). Mathematical text comprehension: The case of a cohort of pre-service mathematics teachers. In J. Pettigrew, L. Rylands, D. Shearman & A. Teung (Eds.), Proceedings of the 12th Delta conference on the teaching and learning of undergraduate mathematics and statistics (pp 71 – 84). Fremantle, Australia.
Location: Block A
Tel: 021 959 2654
Ms Zainoenisa Allie’s professional career started as a full-time biological scientist and a part-time science educator. The path of her destiny as an inspirational science educator and researcher in science education started when these roles were swapped driven by her passion for teaching and learning.
While doing biological sciences, Ms Allie’s role as an educator with exemplary teaching for understanding was indicative of the numerous awards she won for best poster and oral presentations at national and international conferences. This was further emphasised as her role as lecturer by her consistent positive student feedback showing the good relationship she had with students. In 2009 she quit her lecturing post and research in biological sciences to pursue a formal profession in science education.
Ms Allie is currently a permanent lecturer (since 2015) and part-time doctoral student in science education at the School of Science and Mathematics Education. In 2017 she was awarded the Faculty of Education’s Emerging Lecturer's Award of Excellence in Teaching and Learning.
This can be attributed to her innovative skills in the effective use of technology in education as well as her current research based lecture topics in her classrooms. She is particularly interested in the identification of alternative misconceptions (of science education students and teachers) on challenging science topics and instructional tools to address it. Furthermore, her research also includes the role that alternative conceptions play in the conceptual understanding of science topics.
Her compassion for community spans over nearly twenty years of involvement in educational outreach programmes for high school learners and teachers specifically in previously disadvantaged schools where she engages young minds through science. Her enthusiasm for science teaching and learning serve as an inspiration for future generations in the fields of science research and education as responsible human beings that will contribute not only to the acquisition of knowledge, but to the acquisition of knowledge as a responsible professional towards the upliftment of your community and country.
Ms Allie's research interests, in short, are: science education; alternative conceptions; conceptual understanding; technology in the science classroom.
ORCHID PROFILE: https://orcid.org/0000-0002-8065-2767
GOOGLE SCHOLAR PROFILE: https://scholar.google.co.za/citations?user=6MdWyJ4AAAAJ&hl=en&authuser=1
Location: Block A, Room 2B
Tel: 021 959 2796
PhD in Mathematics Education: University of South Africa (2015)
MSc: University of Witwatersrand (2009)
New Manager’s Programme: University of Cape Town (2009)
Master’s Diploma in Human Resource Management: Rand Afrikaaans University - now University of Johannesburg (2004)
BEd (Postgraduate): University of Stellenbosch (1990)
Higher Diploma in Education (Postgraduate): University of Stellenbosch (1989)
BSc: University of Stellenbosch (1988)
Nel, B. (2012). Transformation of teacher identity through a Mathematical Literacy re-skilling programme. South African Journal of Education, Volume 32(2).
Nel, B. (2014). Academic Advising as intervention for enhancing the Academic Success of “at-risk students” at a comprehensive university in South Africa. Mediterranean Journal of Social Sciences Vol 5, No 23.
Nel, B.P. (2015). An evaluation of a Mathematics professional teacher development programme. PhD thesis UNISA.
Nel, B & Luneta, K. (2017). Mentoring as professional development intervention for mathematics teachers: A South African perspective. Pythagoras. Vol 38(1).
Nel, B.P. (2019). To build a new church together? Exploring interdisciplinary dialogue with a Christian Woman’s Ministry (CWM), addressing patriarchy in URCSA. Studia Historiae Ecclesiasticae. Vol 45(3)
Nel, B.P. (2020). Implications of the National Benchmark Test Project (NBTP) Quantitative Literacy test results for teachers. South African Journal of Education. Vol 40(1)
Nel, B.P. (2020). Die vrou van die predikant – vrou in eie reg. Chapter in book: Predikantsvrou en vrou in eie reg. Editor: Dawn Botha
Position: Associate Lecturer
Location: Block A, Room 2
Tel: 021 959 3363
Mrs Xoliswa Lydia Mbelani received her four years diploma at the then Transkei College of Education specialising in Mathematics and Physical Sciences (FET).
She also did the following; BCom (General) from the then University of Transkei majoring in Economics as well as BEd-in-service, BEd Honours and Master's in Mathematics education at Rhodes University. Mrs Mbelani is currently a registered PhD Student at UWC.
Her professional interest is in researching the pre-service and continuous professional development focusing on teaching and learning of Mathematics. Mrs Mbelani's current project is on the teacher’s reflections in the Continuous Professional Development projects that the teachers are engaged in.
Still working on an article on the Extent of Boredom experienced by selected Grade 10 learners in the teaching and learning of Mathematics.
Location: Block A, Room 65
Tel: 021 959 2642
Gasant Gamiet has conducted research and taught students – on and off campus – in matters related to education and technology, and the intersection of education and technology. His duties include teaching Instructional Technology to all education students and providing technical support on the use and maintenance of ICT technologies.
In addition to facilitating regular workshops for students and staff alike, he provides assistance in statistical and other technical research work, and maintains the Education Faculty website.
Mr Gamiet holds a Higher Diploma in Education from UWC, as well as a BA Honours (also from UWC) specialising in geographical information systems and the philosophy of geography. He has earned a Master's Degree in Education (Instructional Technology) from Ohio University (USA) in a joint programme with UWC and also Masters in Education (Digital Portfolios) from UWC. He has undergone extensive IT training (E-Learning) in South Africa and Germany, and is currently completing his PhD in Science Education at UWC.
Mr Gamiet has a wealth of experience with a variety of operating systems, and has technical expertise in several Geographical Information Systems (including ArcView and DIVA GIS) and learning management systems (including Blackboard, GlobalCampus 21, Sakai Project CLE, WebCT and KEWL).
He is currently teaching Coding and Robotics (LEGO Education and Scratch) to fourth year BEd Foundation Phase students.
Using Technology in Distance Education Teaching presented at UWC Faculty of Education, May 1997.
Performance in Geography at Grade 4 levels in English and Xhosa presented in Tanzania, January 2004.
E-Learning- an introduction to Blended learning using Global Campus 21 presented to Education staff, September 2005.
Education in South Africa – Stories of Student Activism 1986 presented at Ohio University, 2006.
Digital Story-telling useful possibilities using Microsoft Movie Maker presented to PGCE students, 2009.
Inter-Active Technologies Synergies with Smart Board presented to Education students, 2010.
Discussion Forums on the Go presented to faculty at the annual e-learning colloquium - University of the Western Cape, 2013.
Position: Senior Lecturer
Location: Goldfields Building
Tel: 021 959 3687
Dr Cynthia Fakudze’s teaching career started in 1980 after completing a BSc + CDE degree specialising in Maths and Physics.
She taught at a high school for five years then, in 1986, became a college lecturer for fifteen years. In 1996, Dr Fakudze became a university Physics education lecturer.
In 2000 Dr Fakudze came to UWC to do her PhD. She graduated in 2003 and worked in the Schools Development Unit at UCT for 10 years as Project Manager for the Systematic Testing project. In 2014, she came back to UWC as a Senior Lecturer in the School of Science and Mathematics Education (SSME).
Fakudze, C. (2021) The influence of local worldview presuppositions on learners’ conceptions of Selected Mechanics topics. South African Journal of Education Accepted to be published May 2021
Anthony, R. J., Yore, L. D., Coll, R. K., Justin, D., Chiu, M., Fakudze, C., Grimberg, I., Wang, B. (2009). Research Ethics Boards and the Gold Standard(s) in Science and Literacy Education Research. In M. C. Shelley II, L. D. Yore, & B. Hand (Eds.), Quality research in literacy and science education: International perspectives and gold standards (pp. 511-558). Dordrecht, The Netherlands, Springer
Cynthia Fakudze & Marissa Rollnick (2008). Language, Culture, Ontological Assumptions, Epistemological Beliefs, and Knowledge about Nature and Naturally Occurring Events: Southern African Perspective. L1–Educational Studies in Language and Literature, 8 (1). 69-94 Retrieved from http://l1.publication-archive.com/public?fn=enter&repository=1&article=
Davidowitz, B., Rollnick, M. & Fakudze, C. (2005). Development and Application of a Rubric for the Analysis of Novice Students’ Laboratory Flow Diagrams. International Journal of Science Education, 27(1), 43-57
Fakudze, C.G. (2004). The Learning Of Science Concepts Within A Traditional Socio-Cultural Environment South African Journal of Education, 24(4), 270-277.
Davidowitz, B. Rollnick, M. and Fakudze, C. (2003) Increasing the Signal to Noise Ratio in a Chemistry Laboratory – Improving a Practical for Academic Development Students. South African Journal of Chemistry, 56, 47-53
Location: Block A
Tel: 021 959 4297
Dr Marius Simons is currently a lecturer in Foundation Phase Mathematics and in the Method of Mathematics in the Senior Phase in the School of Science and Mathematics Education (SSME) at UWC.
His research interest is in the analysis of learners' ways of working with school mathematics using ethnomethodology and the sociology of science.
Julie, C. (1992). Doing Mathematics – What does it mean? Unpublished keynote address presented at The Second Annual Convention of the Mathematics Association of Transkei. Transkei Inservice College: Mthatha.
Location: Goldfields Building
Tel: 021 959 2099
Mr Zanoxolo Sibam started his schooling in the Eastern Cape town of Whittlesea, where he completed his matric. He went on to study for a BSc degree at Nelson Mandela University in Port Elizabeth, where he graduated with majors in Mathematical Statistics and Mathematics. In addition, he studied for a BSc Hons in Mathematical Statistics.
He further went on to teach for nearly a decade, where he taught Natural and Physical Sciences. Through his tenure as a teacher he continued his studies part-time and completed an Advanced Certificate in Education (ACE), BEd Hons and MEd in Science Education. All of these were completed through the Science Learning Centre for Africa (SLCA), a unit in the Faculty of Education at UWC. His masters’ thesis is entitled: An investigation into time allocation for the curriculum and assessment policy statements (CAPS) for Physical Sciences in Grade 10.
He is now employed as nGAP lecturer at the SLCA which is housed within the School of Science and Mathematics Education (SMME).
None as yet
Location: Room 404, Goldfields Building
Tel: 021 959 2040
Meshach Ogunniyi is an Emeritus Professor of Science Education at UWC with over four decades of research, teaching and administrative experience.
Having obtained a doctoral degree in Science Education at the University of Wisconsin, Madison, USA, in 1977, he was promoted Professor of Science Education at the University of Ibadan, Nigeria in 1987. He was appointed Director/UNESCO Chair of Science and Mathematics Education at the University of the Western Cape, South Africa in 1995 and was promoted to Senior Professor of Science Education in 2001.
Meshach Ogunniyi has published over 200 articles in refereed journals and conference proceedings as well written over a dozen books. He has supervised over 80 Masters and Doctoral theses and conducted several large-scale national and international research projects before retiring in June 2014. Since then, and in his position as Professor Emeritus, he has been mentoring younger academics supervising Masters, doctoral and post-doctoral students, coordinating large-scale-research projects and running research capacity-building workshops/seminars in Africa and other regions of the world. He has served as editor and member of editorial boards of several journals.
He received the Vice-Chancellor Best Teacher Award at the University of the Western Cape in 2008. In January 2014, he received the Life-time Research Award at the 23rd Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education at Port Elizabeth, South Africa for his meritorious contribution to research capacity-building in Africa. Also, for the worldwide impact of his research he received the Distinguished Contribution to Research Award at the 85th International Conference of the National Association for Research in Science Teaching in Chicago, USA in in 2015. He is well known for his work in philosophical, indigenous and sociocultural studies in science education including his Contiguity Argumentation Theory (which explains possible links between knowledge systems) and the Dialogical Argumentation Instructional Model for integrating knowledge systems in the classroom.
Iwuanyanwu, P.N., & Ogunniyi, M.B. (2020). “Effects of Dialogical Argumentation Instructional Model on pre-service teachers’ ability to solve conceptual mathematical problems in physics”. African Journal of Research in Mathematics, Science and Technology Education – Vol. 24, Iss., 1, 129-141.
Ogunniyi M.B. (2020). Tapping the Potential of Ubuntu for a Science that Promotes Social Justice and Moral Responsibility. In: Yacoubian H.A., & Hansson L. (eds) Nature of Science for Social Justice. Science: Philosophy, History and Education (pp 157-167). Springer, Cham. https://doi.org/10.1007/978-3-030-47260-3_9.
Ogunniyi, M.B., & Julie, C. (2020). Impact of Visionary Leadership on the Growth and Development of the School of Science and Mathematics Education. In Bharuthram, R., & Pokpas, L. (eds) From Hope to Action through Knowledge: The Renaissance of the University of the Western Cape, 2001-2014 (pp 319-334). African Sun Media, UWC Press. https://doi.org/10.18820/9781990995019.
Tel: 021 959 2961
Professor Cyril Julie holds a masters degree in Applied Mathematics from UWC. He completed a doctoral degree in Mathematics Education and Computer-based Education at the University of Illinois at Urbana-Champaign.
He is currently the FirstRand Foundation and NRF Chair in Mathematics Education at UWC.
His research interests span the Continuous Professional Development of high school Mathematics teachers, the teaching of the Applications of Mathematics and Mathematical Modelling and the development of teaching school Mathematics.
Over the past five years (2016-20) Professor Julie has published 11 articles, three book chapters and one book.
Tel: 021 959 2510 / 081 724 5515
Dr Keith Roy Langenhoven is a Research Fellow in the School of Science and Mathematics Education.
His degrees obtained are: BSc (UWC-1974); BA (UNISA-1980); HDE (PG) Sec (UCT-1982); BEd (UCT-1984); MPhil (UWC-1992); PhD (UWC - 2015)
PHD (2015) Thesis Title: The effectiveness of an argumentation instructional model in enhancing pre-service science teachers’ efficacy to implement a relevant science-indigenous knowledge curriculum in Western Cape, South African science classrooms
My professional teaching career spans forty-seven years (1974 to 2021) of teaching and learning experience at school and Higher Education levels: Primary School, High School, Tertiary (College and University). Aspects include teaching, lecturing, curriculum and materials development, research, project management in learning areas as diverse as Natural Sciences, Life Sciences, Mathematics, Audio-visual media production, Micro-teaching, Teaching Practice, Music, Drama, English, Communications, Life-skills, Conflict Resolution, Adult Education, Computer Literacy, HIV/AIDS, Leadership and Management (HOD, Principal, Conferences, Associations, School Boards, College Boards, Tertiary Assessment Committees and Community Boards).
My contribution to academic development is through paper presentation and organizing of seminars, workshops and conferences, reviewing of articles, book chapters, editing of proceedings.
Current and future goals are the pursuance of collaborative research work into decolonization of Higher Education programming, materials and curriculum development, the Relevance of Science Education (ROSE), Integrating Science and Indigenous Knowledge Systems (SIKSP) through classroom-based action-research, Inquiry –based Science Education (IBSE), Historicity of Mathematics, Science and Language Education Projects (MSLEP), African Socio-Cultural Studies, Technology Curriculum Programme Design for Tertiary Institutions, Multi-model sensory/digital literacies and Argumentation models as pedagogy, African Indigenous Knowledge Systems.
- Currently (2021) Secretariat Manager/Secretary for African Association for the Study of Indigenous Knowledge Systems (AASIKS). Secretariat located at School of Science and Mathematics Education, Faculty of Education, UWC.
- Managed Five International Conferences (2015 – 2021)
- 2021 Africa Agent for Indigenous Science Network Bulletin
Editing, Reviewer for Academic Journal papers and Books (2021)
AASIKS 2015, 1st Inaugural Conference, Namibia
AASIKS 2016, 2nd International Conference, Mozambique
AASIKS 2017, 3rd International Conference, South Africa
SAARMSTE (2006 – 2018)
NARST (2016 - 2018)
Conferences & Workshops
(2014) A process driven Dialogical Argumentation Instructional Model (DAIM) for creating a teaching and learning space workshop. Life Sciences Teaching and Learning Seminar. Science Faculty, University of the Western Cape.
(2015) 23rd Annual meeting of the South African Association for Research in Mathematics, Science and Technology Education, (SAARMSTE). Mathematics, Science and technology Education for Empowerment and Equity. Pedagogical University and Eduardo Mondlane University, Maputo, Mozambique.
(2015) Inaugural Conference of the Association for the Study of Indigenous Knowledge Systems (AASIKS). The relevance of indigenous knowledge to African Socioeconomic Development in the 21st Century. Windhoek, Namibia.
(2016) 24th Annual Conference of the South African Association for Research in Mathematics, Science and Technology Education, (SAARMSTE). Researching a sustainable environment and sustaining research in Mathematics, Science and Technology Education. Tswane University of Technology Arts Campus, Pretoria, South Africa.
(2016) Proceedings of the 2nd International Conference of the Association for the Study of Indigenous Knowledge Systems (AASIKS). Promoting IKS for Continental Cooperation and Socioeconomic Development. Universidade Pedagogica, Maputo, Mozambique.
(2017) Annual International Conference of the National Association for Research in Science Teaching (NARST). Glocalization and Sustainability of Science Research and Practice. San Antonio, Texas, USA.
(2017) Third International Conference of the Association for the Study of Indigenous Knowledge Systems (AASIKS). Rediscovering IKS for Continental identity and Empowerment in a Changing World. University of the Witwatersrand, Johannesburg, South Africa.
(2017) 25th Annual meeting South African Association for Research in Mathematics, Science and Technology Education, (SAARMSTE). Research to learn and teach for diversity in Mathematics, Science and Technology Education. Central University of Technology, Bloemfontein, Free State.
Langenhoven, K. R., Saibu, O. & Nkeshimana, E. (2012). The use of Contiguity Argumentation Theory (CAT) as a tool of analysis for science-indigenous knowledge papers: Critical voices. Proceedings of 4th Science-IKS International Mini-Conference: Systematic Review of South Africa-Mozambican Published Research on Indigenous Knowledge Systems
Angaama, D., Ogunniyi, M., & Langenhoven, K. (2012). Using Argumentation to Explore grade 11 Physical Science Learners’ Views on Selected Sound-Related Concepts. Proceedings of Annual Meeting of Southern African Association of Research in Mathematics, Science and Technology Education: A key to sustainable Development, 264-173.
Van der Linde, P., Ogunniyi, M., & Langenhoven, K.R. (2012). The effect of an Argumentation-Based Instruction on Grade 11 Learners’ Understanding of Chemical Reactions used in Extracting gold. Proceedings of Annual Meeting of Southern African Association of Research in Mathematics, Science, Technology Education: A key to sustainable Development, 495-515.
February, F., Ogunniyi, M., Langenhoven, K. R., & Amosun, O. (2012). The Impact of a Professional Development Programme on Classroom Practices of Technology Educators in the Intermediate Phase. Proceedings of Annual Meeting of Southern African Association of Research in Mathematics, Science, Technology Education: Mathematics, Science and Technology Education: A key to sustainable Development, 555-564.
Dinie, S., & Langenhoven, K. R. (2015). From policy to Action: Showcasing integrated Science-Indigenous Knowledge teaching and learning resource materials. Proceedings of the Inaugural Conference of the African Association for the Study of Indigenous Knowledge Systems. The relevance of Indigenous Knowledge to African Socioeconomic Development in the 21st Century, 190. (Short Paper)
Pinto, A., & Langenhoven, K. (2016). The role of IKS in teaching and learning: A case study of the Khomani Bushmen. Proceedings of the 2nd International Conference of the Africa Association for the Study of Indigenous Knowledge Systems. Promoting IKS for Continental Cooperation and Socioeconomic Development, 82 – 89 (Short Paper).
Langenhoven, K. R. & Langenhoven, R. (2016). The views of patients on the efficacy of using herbal medicines and/or antibiotics for the treatment of upper respiratory tract infections. Proceedings of the 2nd International Conference of the Africa Association for the Study of Indigenous Knowledge Systems. Promoting IKS for Continental Cooperation and Socioeconomic Development, 101 – 112.
Langenhoven, K. R. (2017). Using Contiguity Argumentation Theory to analyse pre-service science teachers’ views on science-indigenous knowledge scenarios. Annual Meeting of Southern African Association of Research in Mathematics, Science and Technology Education: Research to learn and teach for diversity in Mathematics, Science and Technology, 205 – 217.
Langenhoven, K. (2018). Reflections on a student’s journey to integrate traditional medicinal knowledge in a school science curriculum. Proceedings of the 4th International Conference of the Africa Association for the Study of Indigenous Knowledge Systems (AASIKS). Indigenous Knowledges in Africa: Ways of Being, Knowing, Acting and Reading the World, 70 – 86.
Khuzwayo, B. & Langenhoven, K. R. (2018). Doing a Historical Study in Mathematics, Science and Language Education: A Case of MSLEP. Proceedings of the 4th International Conference of the Africa Association for the Study of Indigenous Knowledge Systems (AASIKS). Indigenous Knowledges in Africa: Ways of Being, Knowing, Acting and Reading the World, 181 – 195.