Department of Mathematics Education

Prof ZMM Jojo

College of Education
School of Teacher Education
Department: Mathematics Education
Professor
Tel: 012 429 6627
E-mail: jojozmm@unisa.ac.za

Expertise

  • Classroom environment and practice
  • Conceptual understanding in the learning of maths
  • Geometry teaching and learning
  • Mathematical Thinking
  • Professional development

Qualifications

  • PhD (Mathematics Education (UKZN, 2012)

Currently teaching

  • SDMAT04:    FET Subject Didactics Mathematics Education
  • SDMATLK:    FET Subject Didactics Mathematical Literacy

Coordinator of the short learning courses

  • CMAS013:    Mathematics Curriculum Studies 1: Algebra and Differential Calculus
  • CMAS024:    Mathematics Curriculum Studies 1: Geometry, Trigonometry & Statistics
  • CMAS035:    Mathematics Teaching Methods 1
  • CMAS046:    Mathematics Teaching Methods 2

Fields of academic interests

Research interest:

  • Teaching and learning of geometric concepts
  • Conceptual understanding of Calculus Concepts
  • Instructional design in mathematics teaching
  • Ethno mathematics and indigenous knowledge
  • Mathematics in-service teacher professional development
  • Pre-service mathematics teacher education
  • Instructional design in mathematics teaching
  • Learning in mathematics
  • Material Development for Mathematics Education

 

Field of Specialisation

  • Mathematics Education
  • Research in Mathematics Education
  • Material Development for Mathematics Education
  • APOS exploration of learning topics in mathematics
  • Conceptual understanding and applications in Differential Calculus
  • Learners’ knowledge construction
  • Meaningful Geometry teaching and learning
  • Ethno-mathematics

Books

  • Jojo, Z. (2019). Mathematics education system in South Africa. In Gilson Porto Jr.  Education Systems Around the World’, 129-140, Intechopen, London, United Kingdom. https://www.intechopen.com/books
  • Letseka, M. & Jojo, Z. (2018). Reimagining Basic Education in South Africa: Lessons from the Eastern Cape, MISTRA Publication, 1st edition, Mapungubwe. ISBN: 978-0-9870347-1-7
  • Jojo, Z. (2018). Conceptualizing a Leadership Style for Promoting the Teaching and Learning of Mathematics in Rural Secondary Schools (pages 261-285) in Predictive Models for School Leadership and Practices (eds). Ismail Hussein Amzat (International Islamic University Malaysia, Malaysia).
  • Zingiswa M.M. Jojo. (2017). Mathematics Continuous Professional Development and its relevance to the New Era in South Africa. In Amzat, I.H. & Valdez, N.P. (Eds.), Teacher Empowerment Toward Professional Development and Practices: Perspectives Across, Border,103-120, Springer Publishers, New York. ISBN 978-981-10-4150-1
  • Zingiswa Jojo. (2017) Preparation of Mathematics Teachers: Pedagogical issues. In Mathipa E.R., Netshitangani, T., Matlabe, S.M. (Eds.), Reflections on Professionalism, Pedagogy and the Theoretical underpinnings of Teaching Practice Revisited, 155-168, Nova Publishers, New York. ISBN: 978-1-53610-716-6.

 

Journal articles

  • Jojo, Z.M.M. (2019). Learners' Interpretation of Geometric Concepts in the Intermediate Phase: The Case of Limpopo Province. Dirasat: Educational Sciences. 2019, Vol. 46 Issue 2, p793-805.
  • Jojo, Z. (2017). Disrupting a learning environment for promotion of Geometry teaching. Africa Education Review, 14:3-4, 245-262, DOI:10.1080/18146627.2017.1314175
  • Dlamini, R. B.; Brijlall, D. & Jojo, Z. (2017). Exploring possible intervention programs to improve learner performance in certain application problems in Differential Calculus. International Journal of Sciences and Research.Vol. 73 | No. 9 | Sep 2017, DOI: 10.21506/j.ponte.2017.9.15
  • Dlamini, R. B.; Brijlall, D. & Jojo, Z. (2017). Exploring possible causes of poor    performance by high school students in Differential Calculus. International Journal of Sciences and Research. Vol. 73 | No. 9 | Sep 2017 DOI: 10.21506/j.ponte.2017.9.15
  • .Zingiswa Mybert Monica Jojo. (2015). Comparative Study on Structural Organization of Mathematics Continuous Professional Development (MCPD) in Selected Developing and Developed Countries. International  Journal of  Educational Sciences, Vol. 8 No1-ii: p229-240 (ISSN 0975 1122)
  • Jojo, Z.M.M. (2015). The use of indigenous materials in the teaching and learning of Geometry. Journal of communications. Vol. 6, No1, p48-56 (ISSN 0976 691X).
  • 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 Sciences, 8(1-ii), 155-163. 240 (ISSN 0975 1122)
  • Jojo, Z., Maharaj, A., & Brijlall, D. (2013). From human activity to conceptual understanding of the chain rule. REDIMAT, Journal of Research in Mathematics Education, 2(1), 77-999.
  • Jojo, Z.M.M., Maharaj, A. & Brijlall D. (2013). Schema development for the chain rule: A South African Case Study. South African Journal of Higher Education, 27(3), p 645-661. (ISSN 1011-3487)
  • Jojo, Z., Maharaj, A., & Brijlall, D. (2013). From human activity to conceptual understanding of the chain rule. REDIMAT, Journal of Research in Mathematics Education, 2(1), 77-999.
  • Jojo, Z.M.M.; Maharaj, A. & Brijlall, D.  (2012). Reflective Abstraction  and Mathematics Education: The Genetic Decomposition of the Chain Rule-Work in Progress. US-China Education Review B 4 (2012) 408-414 Earlier title: Davids Publishing, ISSN 1548-6613.
  • Jojo ZMM & Brijlall D. (2006).The development of Geometrical concepts through design activities during a Technology education. African Journal of Research in Mathematics, Science and Technology Education, Vol.10, Issue 1, March 2006, p37-45).

Paper presentations

  • Jojo, Z. (2019). Students’ conceptual understanding of cubic functions in differential calculus. 25th Annual National Congress, 1st  – 5th  July 2019 Edgewood Campus University of KwaZulu-Natal, Pinetown.
  • Jojo, Z. (2019). Peer learning of geometric concepts by primary school learners in a homework club. In M. Graven, H. Venkat, A. Essien & P. Vale (Eds.). Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education(Vol. 1). Pretoria, South Africa: PME.
  • Jojo,  Z.M.M.  (2018).  Transforming  mathematics  classroom  practice  through Ubuntu for the improvement of geometry teaching. 24th Annual National Congress,25– 29 June. Bloemfontein. ISBN: 978-0-6399514-0-9
  • Masilo, M. & Jojo, Z. (2018). Exploring geometric pattern tasks to enhance grade 8 learners' algebraic reasoning. 9th Annual UNISA ISTE conference, 25-30 October 2018,Mopani –Kruger National Park,  (ISBN:978-1-86888-833-7).
  • Jojo, Z. (2018). Creating an environment for the restoration of mathematics interest to disadvantaged foundation classrooms. SAICED –Conference Proceedings, 2018, Manhattan Hotel, Pretoria, p342-358.
  • Jojo, Z.,(2018).“Ubuntu in the Transformation of a Learning Environment for Effective Mathematics Teaching”, Athens: ATINER'S Conference Paper Series, No:COLEDU2018-2569.
  • Rakhudu, N.F. (2018). TVET level 3 students' challenges in the learning of the triangular hyperbola in Mathematics. 24th Annual National Congress, 25 – 29 June 2018, Bloemfontein. ISBN: 978-0-6399514-0-9.
  • Hassan, S.M. & Jojo, Z.M.M. (2017). Managing the Mathematical Literacy curriculum at TVET Colleges in the Western Cape: Perceptions of senior managers and supervisors. Proceeding of the 21st  AMESA Annual conference: Nelson Mandela Metropolitan University, 3-7th July, p 156-165. (ISBN: 978-0-620-66616-9).
  • Jojo, Z. & Mohapi, S. (2017). Educational Theories, Methodologies and Technology Integration in the Classroom. Proceedings of The 8th International Multi-Conference  on  Complexity,  Informatics  and  Cybernetics  (IMCIC  2017). Orlando: US. ISBN: 978-1941763551.
  • Jojo Z. (2017). Exploration of the conceptual understanding of geometry: The case of grade 8 teachers in Mt Ayliff. ICTMA (18) Belville, Cape Town.
  • Jojo, Z. (2016). Mathematics teacher’s reflections about using instructional design in the teaching of geometry. Proceeding of the 22nd AMESA Annual conference: Nelson Mandela Metropolitan University, 3-7th July, p 156-165. (ISBN: 978-0-620-71520-1).
  • Jojo, Z.M.M. (2016). An exploration of the conceptual understanding of geometric concepts: A case of grade 8 learners in Mt Ayliff district ISTE, 25-30 October 2015,Mopani –Kruger National Park,  (ISBN:978-1-86888-833-7).
  • Jojo, Z.M.M. (2016). Learners’ Interpretation of Geometric Concepts in the Intermediate Phase: The Case of Limpopo Province Report on the Proceedings of the International Conference on Responsible Research in Education and Management and its Impact. London: UK
  • Jojo ZMM (2015). Learners’ interpretation of geometric concepts in the intermediate phase: The case of Limpopo Province. ISTE, 25-30 October 2015,Mopani –Kruger National Park,  (ISBN:978-1-86888-833-7)
  • Jojo ZMM (2015). Using instructional design to enrich mental constructs of a mathematical concept. Proceeding of the 21st AMESA Annual conference: University of Limpopo, Polokwane, 29 June – 3 July, p 269-282. (ISBN: 978-0-620-66616-9)
  • Jojo, Z.M.M. (2015). Representation of the equal relationship in the development of mathematical thinking: A case of grade one’s. Proceedings of 23rd Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education. Instituto de Forma ÇÃO Das TDM, Maputo, Mozambique, 13th -16th January 2015, p 230-239 (ISBN: 978-0-9922269-0-9)
  • Zingiswa MM Jojo; Joseph J Dhlamini; MM Phoshoko and MG Ngoepe, (2014). Mathematical proficiency of grade 6 teachers: A case of Gauteng Tshwane East. 20th AMESA Annual Conference Proceedings, Vol. 1, No 7, 7th -11th July 2014, Kimberley, South Africa p.105-117  (ISBN:978-0-620-61477-1)
  • Jojo, Z.M.M. (2014). Technology Education integrated for conceptual understanding of geometrical concepts. 22nd Annual Conference of the SAARMSTE. Nelson Mandela Metropolitan University, Port Elizabeth, South Africa. p53-54 (ISBN: 978-0-9869800-8-4)
  • Jojo, Z.M.M. (2013). Mathematics begins with direct human experience. An APOS approach to conceptual understanding of a mathematical concept. ISTE, 602-615 October 2013,Mopani –Kruger National Park,  602-615 (ISBN:978-1-86888-742-2)
  • Jojo Z.M.M.; Brijlall D. &Maharaj A (2011). The reliability of a research instrument used to measure mental constructs. 18th annual meetings of the South African Association of Mathematics, Science and Technology Education, UKZN, Durban, South Africa

  • Jojo, Z.M.M, Brijlall, D. & Maharaj. A. (2010). A genetic decomposition of the chain rule. Proceedings of the 18th annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (Vol 3, pp.77 –81). University of KwaZulu- Natal, South Africa.

  • Jojo ZMM & Brijlall D. (2006).The development of Geometrical concepts through design activities during a Technology education. African Journal of Research in Mathematics, Science and Technology Education, Vol.10, Issue 1, March 2006, p37-45).
    Reflective Abstraction and Mathematics Education: The GeneticDecomposition of the Chain Rule.Work in Progress. US-China Educational Review B, Vol. 2 Issue 4, April 2012, p408-414.
  • Jojo ZMM& Brijlall (2005).  Mathematical concepts embedded in Technology Education.International Commission on Mathematical Instruction (ICMI) first regional conference, June 2005.

Professional positions, fellowships & awards

  • Academic Coordinator: AMESA Congress 2020
  • Commission for African Women in Mathematics (AMU-CAWM) committee (South African Chapter) 2017-2021
  • President of a newly created organization ‘South African Women in Mathematical Sciences (SAWMSA) (Launched on the 6th June 2019.)
  • Editorial and Reviewers' Board of the Athens Journal of Education at the Education Unit of the Athens Institute for Education and Research (ATINER).
  • Received a UNISA award on research: Recognition of the nomination to serve as a commission in AMU-CAWM (March 2018)
  • Member of the Editorial team of the Environmental Social Psychology Journal
  • An Associate professor-Department of Mathematics Education-UNISA
  • Awarded the ‘Women in Research Grant’ in 2016-2018

Projects

  • Meaningful Teaching and learning of mathematical concepts: Focus on grade 8 geometry in the Mt Ayliff district (Leader)
  • Improvement of pedagogical content knowledge (PCK) and proficiency in mathematics teaching & learning: An Intervention project for mathematics teachers
  • Bizana teachers’ Journey with FET Mathematics (Leader) (2018-to date) Professional positions, fellowships & awards

Other

Zingiswa Mybert Monica Jojo is a senior lecturer in the department of Mathematics Education in the College of Education. She has served in various capacities in the field of teacher education including training teachers for both STD and CHED qualifications. She has taught several courses at undergraduate levels in the areas of pure mathematics and mathematics education. Her services in the past years in teachingmathematics have been spread in a wide range of levels, both full time and part time. These include Transkei college of education, Mangosuthu University of Technology, University of KwaZulu Natal and the I.O.L. (Institute for Open Learning) in Namibia.   Her main research interests include Mathematics teacher education and teaching and learning of mathematics at all levels. She has conducted research and published papers in these areas. She is a member of the following associations: SAARMSTE, AMESA, HELTASA, ISATT

Workshops conducted:

  • Jojo, Z.M.M.(2012). The constant ‘e’. ICT, Maths and Science Integration in 28th-30th August 2012,1st Annual Maths and Science in Education Conference Diaz Boutique Hotel, Randburg Johannesburg, South Africa
  • Jojo,  Z.M.M.(2015).  Getting  around  with  Circle  Geometry.  Regional  AMESA Regional conference. Tshwane University of Technology