Department of Mathematics Education

Dr S Makgakga

College of Education
School of Teacher Education
Department: Mathematics Education
Tel: 012 429 4293


  • HDE (University of Limpopo)
  • BEd Honours in Mathematics Education (University of Limpopo)
  • MEd (Mathematics Education ) (University of Johannesburg)
  • Doctor of Philosophy PhD in Mathematics and Science Education (North-West University)

Fields of academic interests

Research Interests:

  • Mathematics teaching and learning of algebra and functions;
  • Errors and misconceptions in mathematics;
  • Mathematics teacher professional development;
  • Mathematical pedagogical and content knowledge for teaching;
  • Language issues in teaching and learning mathematics in rural schools

Field of Specialisation

  • Mathematics Education

Journal articles

  • Makgakga, S. (2011). Instructional approaches used in teaching Grade 11 quadratic equation in a context of South African Schools of Limpopo Province, Amesa, University of Witwatersrand.
  • Makgakga, S. (2012). Teaching and learning of algebraic functions. Amesa, Cape Town.
  • Makgakga, S. (2013). Teaching exponential function using transformation approach. Amesa, Limpopo Province.
  • Makgakga, S., & Sepeng, P. (2013). Teaching and learning the mathematical exponential and logarithmic functions: A transformation approach. A special Issue of Mediterranean Journal of Social Sciences, 4(13), 165-172.
  • Makgakga, S. (2014). Error discourse analysis in solving quadratic equations by completing a square. Amesa, Kimberly.
  • Makgakga, S. & Sepeng, P. (2014). Teacher-outsourcing as a strategy to improve Grade 12 academic performance. Institute for Science and Technology education (ISTE), Kruger National Park.
  • Makgakga, S. (2015). Rural school leaners’ perceptions of environmental variables influencing academic performance in Mathematics in Limpopo, South Africa. Amesa, University of Limpopo.
  • Makgakga, S. & Ngoepe, M.G. (2015). Learners’ conceptions in understanding Grade 4   fractions. South African Society for Education (Unisa), North West Province.
  • Makgakga, S. (2016). Learners’ performance and difficulties in solving quadratic equations by factorisation: A case study of six secondary schools in the Limpopo Province, South Africa. Amesa, Nelspruit.
  • Makgakga, S., & Makwakwa, E. (2016). Exploring learners’ difficulties in solving Grade 12 calculus: A case study of one secondary school in Polokwane district. ISTE, Kruger National Park.
  • Machaba, F., & Makgakga, S. (2016). Grade 9 learners’ understanding of the concept of equal sign: A Case-study of one of the schools in Soshanguve. ISTE Conference, Kruger National Park.
  • Makgakga, S. (2017). Grade 8 learners’ conceptions in solving the magnitude of unknown angles. EASA conference, Bloemfontein.
  • Makgakga, S., & Phala, T. (2017). Student teachers’ experiences when teaching algebraic equations using connections: A case of two Grade 8 mathematics teachers in Lephalale District. ICTPED Conference, Bela-Bela.
  • Makgakga, S., Mathipa, E., & Gouwe, M. A. (2017). Errors committed by Grade 11 learners in Solving Quadratic Equations by using the Completing a Square method: A South African Case Study of five secondary schools. ICTPED Conference, Bela-Bela.
  • Makgakga, S. (2017). The effectiveness of mentorship in improving the pre-service mathematics teachers’ teaching practices in ODL context. A case in Lephalale District of Limpopo Province. ICTPED Conference, Bela-Bela.

Professional positions, fellowships & awards

  • Member of Association for Mathematics Education of South Africa (AMESA)
  • Member of Institute for Science and Technology Education (ISTE)
  • Member of Education Association of South Africa (EASA)
  • Member of Southern African Association for Research in Mathematics, Science,  and Technology Education (SAARMSTE)
  • Member of The International Society for Teacher Education (ISFTE)


Community Engagement and Research Projects:

  • Meaningful Teaching and learning of mathematical concepts: Focus on grade 8 geometry in the Mt Ayliff district.
  • Mathematics Teaching and Learning Intervention Programme (MTLIP).
  • Partnership for teaching practice (Tubatse Project)


Key Issues and responsibilities:

  • Preparing lecture materials
  • Seminars and tutorials
  • Marking students assignments and providing feedback
  • Take feedback from students to improve teaching methodologies and content
  • Changing and adapting course materials following research
  • Providing guidance and advice to students in terms of their modules and careers.


  • Setting question papers for undergraduate students and also co-examining other examination papers for B Ed (Hons) students.
  • Marking examination scripts of my modules