Department of Mathematics Education

Dr JJ Dhlamini

College of Education
School of Teacher Education
Department: Mathematics Education
Senior Lecturer
Tel: 012 429 2023
E-mail: Dhlamjj@unisa.ac.za

Qualifications

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

Currently teaching

  • MAE101J
  • MAE102K

Field of Specialisation

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

Journal articles

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 22nd 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 20th 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 20th 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 17th 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

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.