Prof JJ Dhlamini

Expertise

• Collaborative & group approaches in maths classrooms
• Contextualization of maths instruction (teaching & learning maths in context)
• Instructional innovations
• Maths teaching and cognition (cognitive architecture)
• Problem solving methods/ strategies in maths teaching & learning

Qualifications

• PhD (Unisa)
• MSc (Wits)
• BSc Hon (Wits)
• FDE (RAU)
• STD (TCE)

Field of Specialisation

• Mathematics problem solving
• Cognition and learning
• Classroom practices and behaviour (Teaching & Learning)
• Quantitative research & Mixed methods research designs & approaches

Journal articles

• Maphalala, M. C., & Dhlamini, J. J. (2017). Standardized testing: A case of Annual National Assessment in South African primary schools. Gender & Behaviour, 15(2), 10334-10346. https://www.ajol.info/index.php/gab/article/view/165859/155293. (ISSN: 1596-9231).
• Dhlamini, J. J. (2016). Enhancing learners’ problem solving performance in mathematics: A cognitive load perspective.  European Journal of Science Technology Engineering and Mathematics Education, 1(1), 27-36. http://www.lectitojournals.com/european-journal-of-stem-education. (ISSN: 2468-1954).
• Kaino, L. M., Dhlamini, J. J., Phoshoko, M. M., Jojo, Z. M. M., Paulsen, R., & Ngoepe, M. G. (2015). Trends in mathematics professional development programmes in post-apartheid South Africa. International Journal of Educational Science, 8(1-ii), 155-163. http://www.krepublishers.com/02-Journals/IJES/IJES-08-0-000-15-Web/IJES-08-0-000-15-Contents/IJES-08-0-000-15-Contents.htm. (ISSN: 0975-1122).
• Dhlamini, J. J., & Mogari, D. (2013). The effect of a group approach on the performance of high school mathematics learners. Pythagoras, 34(2), Art. #198, 9 pages. http://dx.doi.org/10.4102/pythagoras.v34i2.198. (ISSN: 2223-7895).
• Mwakapenda, W. W., & Dhlamini, J. J. (2010). Integrating mathematics and other learning areas: Emerging tensions from a study involving four classroom teachers. Pythagoras,71(1),  22-29. http://www.pythagoras.org.za/index.php/pythagoras/article/view/3. (ISSN: 1012-2346). 

Paper presentations

Peer-reviewed conference papers:

• Dhlamini, J. J. (2016). The possible influence of split-attention effect on learners’ responses to mathematical problem solving tasks.  In Proceedings: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. ISTE International Conference on Mathematics, Science and Technology Education, 23-28 October 2016. Mopani Camp in Kruger National Park, Limpopo, South Africa. (pp. 186-196). http://hdl.handle.net/10500/22871. (ISBN: 978-1-86888-907-5).
• Dhlamini, J. J. (2016). Experiences in the construction of research instruments for mathematics teacher professional development.  In Proceedings: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. ISTE International Conference on Mathematics, Science and Technology Education, 23-28 October 2016. Mopani Camp in Kruger National Park, Limpopo, South Africa. (pp. 69-79). http://hdl.handle.net/10500/22870. (ISBN: 978-1-86888-907-5).
• Owusu, J., & Dhlamini, J. J. (2016). The effect of constructivist-based teaching method on learners’ errors in high school algebra in Mpumalanga, South Africa. In, Proceedings of the 22^nd National Congress of the Association for Mathematics Education of South Africa (AMESA): Reclaiming our African pride through mathematics teaching, 27 June – 1 July 2016 (pp. 391-405), Nelspruit, Mpumalanga. http://www.amesa.org.za/AMESA2016/Volume1.pdf. (ISBN: 978-0-620-71520-1).
• Dhlamini, J. J. (2015). Using a worked-out examples instruction to induce problem solving performance in South African schools. In D. Mogari (Eds.), Proceedings of the ISTE 2015 International Conference: Towards Effective Teaching and Meaningful Learning in MST, 25-30 October 2015 (pp. 67-73). Kruger National Park, Mpumalanga, South Africa. http://hdl.handle.net/10500/22423. (ISSN: 978-1-86888-833-7).
• Gweshe, L. C., & Dhlamini, J. J. (2015). The effect of using a Computer-Assisted Instruction on the performance and motivation of Grade 11 learners in circle geometry. In D. Mogari (Eds.), Proceedings of the ISTE 2015 International Conference: Towards Effective Teaching and Meaningful Learning in MST, 25-30 October 2015 (pp. 2-14). Kruger National Park, Mpumalanga, South Africa. http://hdl.handle.net/10500/22433. (ISSN: 978-1-86888-833-7).
• Dhlamini, J. J. (2014). A review of research on the effect of using a group learning approach in mathematics classrooms. Proceedings of the 20^th National Congress of the Association for Mathematics Education of South Africa (AMESA): Demystifying Mathematics, 7-11 July 2014 (pp. 46-56), Kimberley. http://www.amesa.org.za/AMESA2014/Proceedings/index.html. (ISBN: 978-0-620-61475-7).
• Jojo Z. M., Dhlamini J.J., Phoshoko M. M., & Ngoepe M. G. (2014). Exploring the mathematical proficiency of Grade 6 teachers: A case of Gauteng Tshwane East. Proceedings of the 20^th National Congress of the Association for Mathematics Education of South Africa (AMESA): Demystifying Mathematics, 7-11 July 2014, (105-117), Kimberley. http://www.amesa.org.za/AMESA2014/Proceedings/index.html. (ISBN: 978-0-620-61475-7).
• Dhlamini, J. J., & Mogari, D. (2012). Designing instruction to promote mathematical problem solving performance of high school learners. In Proceedings: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. ISTE International Conference on Mathematics, Science and Technology Education, 21-25 October 2012. Mopani Camp in Kruger National Park, Limpopo, South Africa. (pp 444-449). http://hdl.handle.net/10500/22353.
• Dhlamini, J. J. (2011). Context-based problem solving instruction to induce high school learners’ problem solving skills. In H. Venkat & A. Essien (Eds.), Proceedings of the 17^th National Congress of the Association for Mathematics Education of South Africa (AMESA): Mathematics in a Globalized World, 11-15 July 2011 (pp. 135-142). University of Witwatersrand, Johannesburg, South Africa.  http://www.amesa.org.za/AMESA2011/Volume1.pdf. (ISBN: 978-0-620-47378-1).
• Dhlamini, J. J., & Mogari, D. (2011). Using a cognitive load theory to account for the enhancement of high school learners’ mathematical problem solving skills. In Proceedings: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. ISTE International Conference on Mathematics, Science and Technology Education. 17-20 October 2011. Mopani Camp in Kruger National Park, Limpopo, South Africa. (pp. 309-326). http://hdl.handle.net/10500/22466.
• Mwakapenda, W. W., & Dhlamini, J. J. (2009). Towards a 1-to-4 model for mentoring mathematics learners in South African schools. Paper presented at the 2009 Mathematical Association of Victoria Annual Conference, “Connected Maths”, 2-4 December 2009 (pp. 155-165). Melbourne, La Trobe University, Australia. https://www.mav.vic.edu.au/files/conferences/2009/34Weston.pdf.
• Dhlamini, J. J. (2009). Connections between mathematics and arts and culture: An exploratory study with teachers in South African schools. In L. Paditz & A. Rogerson (Eds.), Proceedings of the 10th International Conference of the Mathematics Education into the 21st Century Project, 11-17 September 2009 (pp. 139-142). Dresden, Saxony, Dresden University of Applied Sciences, Germany. http://math.unipa.it/~grim/21_project/Dhlamini139-142.pdf

Extended Conference Abstracts

• Dhlamini, J. J. (2014). Designing a learner-friendly mathematics instruction to enhance problem solving performance. Proceedings of the Australian Conference on Science and Mathematics Education (ACSME), University of Sydney, Australia. (29-30 September 2014, (ISBN: 978-0-9871834-3-9). http://openjournals.library.usyd.edu.au/index.php/IISME/article/viewFile/7827/8112.

Projects

Community Engagement Projects:

• Improvement of pedagogical content knowledge (PCK) and proficiency in mathematics teaching and learning: An intervention project for mathematics teachers (MTLIP: CN1400): Facilitator
• FIRSTMATHS Project: Team member
• Curriculum and Assessment Policy Statement (CN21): Team member
• Evaluating Ethiopian postgraduate student support services in an Open and Distance Learning institution: Team member

Other

Related reports (Output)

• Atagana, H. I., Mogari, L. D., Kriek, J., Ochonogor, E. C., Ogbonnaya, U. I., Dhlamini J. J., & Makwakwa, E. G. (2010). An intervention into educators' and learners' difficulties in some topics in mathematics, science and technology: A report of the ISTE 2010 Winter School. Institute for Science and Technology Education (ISTE), University of South Africa. ISBN: 978-1-86888-684-5.
  Atagana, H. I., Mogari, L. D., Kriek, J., Ochonogor, E. C., Ogbonnaya, U. I., Dhlamini, J. J., & Makwakwa, E. G. (2011). Aligning pedagogy with content knowledge: An improvement strategy for Mathematics, Science and Technology (MST) educators. ISTE 2011 Winter School Project Report. University of South Africa.

Reviews:

• Pythagoras Journal: Reviewed 1 X paper in January 2013;
• Association for Mathematics Education of South Africa (AMESA) national conference: Accepted as reviewer in January 2013;
• South African Journal of Education (SAJE): Currently reviewing 1Xpaper (Due date: 31 March 2013);
• Institute for Science and Technology Education (ISTE) international conference: Active reviewer from 2010 to date (9 X conference papers reviewed)

M&D Supervision Graduations

• 2016, June: (MEd) Mrs Nyamela, Masekhohola Mary, (Factors contributing to poor mathematics performance of Grade 7 students in the Berea district of Lesotho), UNISA.
• 2016, March: (MEd) Mr Hagoramagara, Franco, (The impact of learners’ behaviour on their academic performance in mathematics), UNISA.
• 2015, September: (MEd) Mr Gweshe, Lovejoy, (The effect of using a Computer-Assisted Instruction on teaching Geometric circles in Grade 11), UNISA.
• 2015, September: (MEd) Mr Owusu, James, (The impact of constructivist-based teaching method on secondary school learners’ errors in algebra), UNISA.