College of Education | |
---|---|

School of Teacher Education | |

Department: Mathematics Education | |

Senior Lecturer | |

Tel: | 012 429 2023 |

E-mail: | Dhlamjj@unisa.ac.za |

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

- MAE101J
- MAE102K

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

- Maphalala, M. C., &
*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**).

- 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).
*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*(pp. 135-142). University of Witwatersrand, Johannesburg, South Africa. http://www.amesa.org.za/AMESA2011/Volume1.pdf. (ISBN:^{th}National Congress of the Association for Mathematics Education of South Africa (AMESA): Mathematics in a Globalized World, 11-15 July 2011**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

- 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.

- 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**

- 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.

- 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)

**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.