Prof Erica Spangenberg

Professor: Mathematics Education
Name: Erica Spangenberg
Location: B Ring 433 Auckland Park Kingsway Campus
Department Mathematics Science and Technology Education, Faculty of Education, MSTEd Staff, NRF Rated Researchers  Staff Members

Contact Details:
Tel: +27 11 559 4934

Email: ericas@uj.ac.za

About Prof Erica Spangenberg

Erica Dorethea Spangenberg is a full professor in Mathematics Education at the University of Johannesburg. She is a C2 NRF-rated researcher. Her research niche centres on Mathematics Education in blended learning environments to foster 21st-century competencies with a three-way focus: (1) teaching and learning approaches in mathematics, (2) affective characteristics to shape behaviour in the 21st century, and (3) the use of technology. She also researches pedagogy, visualisation, ethnomathematics, and mathematical modelling. She published several sole and co-authored articles, book chapters, and conference papers. She received the best paper award at the Second International Congress of Pedagogical Research for a paper focusing on trigonometry teaching within the 21st century and shared her research on using flipped mathematics classrooms at the Education University of Hong Kong. She is the South African principal investigator in two international research projects: (1) Hasselt University in Belgium, focusing on mathematical modelling to develop the preservice teachers’ problem-solving skills, and (2) University of Melbourne, Australia, investigating values in learning and teaching mathematics to foster 21st-century competencies. She is an Associate Editor for the African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE), a Q2-recognised journal.

Undergraduate teaching includes: Teaching Methodology and Practicum (Mathematics)

Postgraduate Teaching includes: PG (Dip); BEd Hons; MEd and PhD (Mathematics in Education)

Teaching in Research Methodology programmes: BEd Honours (Issues in Mathematics Education and Research Project)

Research Interests: Mathematics Education in blended learning environments to foster 21st-century competencies with a three-way focus: (1) teaching and learning approaches in mathematics, (2) affective characteristics to shape behaviour in the 21st century, and (3) the use of technology. Other research interests: Pedagogy, visualisation, ethnomathematics, and mathematical modelling.

Google Scholar  |  ORCiD  |  ResearchGate  |  Scopus ID

Areas of expertise: Mathematics Education in blended learning environments; teaching and learning approaches in mathematics; affective characteristics influencing mathematics teaching and learning;  pedagogy; visualisation; ethnomathematics;, mathematical modelling.

Master’s students (Supervisor)

Baumgartner, WL 2016. A dual-intervention strategy for Mathematical Literacy learners for selected undergraduate studies (Cum Laude and Chancellor’s medal)

De Freitas, G 2018. A professional development programme to advance the Technological Pedagogical Content Knowledge of senior phase mathematics teachers in South Africa (Cum Laude and Chancellor’s medal).

Alphane, K P 2020. Strategies for solving word problems on number patterns for grade 9 mathematics teachers in rural schools.

Asmail, R 2020. Values that grade 8 to 10 learners from a public mathematics-and-science focus school in Johannesburg associate with mathematics learning (Cum Laude).

Madosi, T 2020. Values that grade 9 learners from a public school in the Ekurhuleni district of Gauteng associate with mathematics learning.

Roberts, A K 2020. Grade 12 peer-tutors’ conceptions of their role as motivators for grades 8 and 9 mathematics learners.

Magabvu, B 2021. Elements of pedagogical content knowledge displayed by mathematics teachers in the teaching of trigonometry (Cum Laude).

Fortune, A 2022. The use of a mandala-colouring activity to investigate grade 10 learners’ mathematics anxiety (Cum Laude).

Dube, T 2024. Grade 10 mathematics teachers’ dispositions toward the use of interactive whiteboards in the teaching of Euclidean geometry

Bouwer, JA 2024. The use of GeoGebra by Mathematics pre-service teachers in their learning to teach functions

PhD students (Supervisor)

Kotze, J H 2018. The influence of an educational intervention on the visualization of engineering students.

Baumgartner, WL 2022. Design principles for a pre-undergraduate foundation programme mathematics course informing academic growth.

Hildebrand, A 2024. Designing a blended learning intervention on inference for first-year undergraduate statistics students

Accredited publications in the last 5 years:

Salami, O.O. & Spangenberg, E.D. (2025). The influence of students’ engagement in mathematical problem-solving activities on their performance. Interdisciplinary Journal of Education Research, 7(1), 1–19. (https://doi.org/10.38140/ijer-2025.vol7.1.24)

Spangenberg, E.D. (2025) (published online). Constructive alignment of a mathematics methodology module. Instructional Science. (https://doi.org/10.1007/s11251-025-09712-z)

Salami, O.O. & Spangenberg, E.D. (2025). Building pedagogical content knowledge for effective, sustainable development teaching. Multidisciplinary Reviews, 8(11), 2025346. (https://doi.org/10.31893/multirev.2025346)

Salami, O.O. & Spangenberg, E.D. (2025). Secondary school students’ entrepreneurial education and mathematical problem-solving abilities: a preventive measure against unemployment, Mathematics Education Journal, 9(1), 47–59. (https://ejournal.umm.ac.id/index.php/MEJ/article/view/36803)

Salami, O.O. & Spangenberg, E.D. (2025). Assessing the role of online mathematics tools in enhancing student learning and engagement. Educational Technology Quarterly, 1, 67–85. (https://doi.org/10.55056/etq.874)

Salami, O.O. & Spangenberg, E.D. (2024). Impact of Information and Communication Technology (ICT) Facilities on Gender Differentials in Mathematics Performance Among Secondary School Students. European Journal of STEM Education, 9(1), 18. (https://doi.org/10.20897/ejsteme/15700)

Spangenberg, E. (2024, July 17-21). Age Matters When It Comes to Students’ Attitudes Toward Online Mathematics Assessments. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.). Rethinking Mathematics Education Together. Paper presented virtually at the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 113–120). Auckland, New Zealand: PME. ISBN 978-1-0670278-1.

Salami, O.O. & Spangenberg, E.D. (2024). Integration of GeoGebra software into mathematics instruction. Studies in Learning and Teaching (SiLeT), 5(1), 118–126. (https://doi.org/10.46627/silet.v5i1.343)

Salami, O.O. & Spangenberg, E.D. (2024). Exploring the gender-based impact of mathematical games on the academic performance of senior secondary school students. Interdisciplinary Journal of Sociality Studies, 4, 1–15. (https://doi.org/10.38140/ijss-2024.vol4.10)

Salami, O.O. & Spangenberg, E.D. (2024). Impact of cooperative learning on teaching mensuration to senior secondary students. Interdisciplinary Journal of Education Research, 6(18), 1–16. (https://doi.org/10.38140/ijer-2024.vol6.18)

Salami, O.O. & Spangenberg, E.D (2024). Effect of teachers’ subject and pedagogical knowledge on junior secondary school students’ academic performance in mathematics. Journal for Educators, Teachers and Trainers, 15(2), 1–13. (https://jett.labosfor.com/index.php/jett/article/view/2150)

Baumgartner, W.L., Spangenberg, E.D., & Lautenbach, G.V. (2024). Relating motivation and learning strategies to algebra course results in a foundation programme. Pythagoras, 45(1), a781. (https://doi.org/10.4102/pythagoras.v45i1.781)

Oladele, J.I., Ndlovu, M., Spangenberg, E.D., Daramola, D.S., & Obimuyiwa, G.A. (2024). Transitioning to Problem-Based Learning in Higher Education: Opportunities for Producing 21st-Century Pre-Service Teachers in Sub-Saharan Africa. Kurdish Studies, 12(2), 609–626. (https://kurdishstudies.net/menu-script/index.php/KS/article/view/1838 (https://doi.org/10.58262/ks.v12i2.049)

Spangenberg, E.D. (2024). Pre-service teachers’ experiences of teaching mathematics online during practicum in an African context due to COVID-19. In U. Ramnarain & M Ndlovu (Eds.), Information and Communications Technology in STEM Education (pp. 116–144). London and New York: Routledge Tailor & Francis Group. ISBN 978-1-032-22668-2. (https://doi.org/10.4324/9781003279310)

Oladele, J., Ndlovu, M., & Spangenberg, E.D. (2023). Application of 4IR for STEAM education in higher education and implications for developing countries: A systematic review. Journal of Research and Reviews in Social Sciences Pakistan, 6(2), 2162–2181. (https://journal.kinnaird.edu.pk/wp-content/uploads/2024/01/1.-Jumoke-I.-Oladele-JRRSSP23030.pdf)

Fortune, A. & Spangenberg, E.D. (2023). Trait- and state-components of mathematics anxiety versus perceived mathematics anxiety. International Journal of Education in Mathematics, Science and Technology (IJEMST), 11(6), 1366-1385. https://doi.org/10.46328/ijemst.2958

Chirinda, B., Ndlovu, M., & Spangenberg, E.D. (2023). Equitable mathematical problem-solving instruction: An inquiry. In B. Chirinda, P. Barmby, & K. Luneta (Eds.), Mathematical problem solving in South Africa: Research & Practice (pp. 44–62). South Africa: Unisa Press. ISBN 978-1-77615-137-0.

Oladele, J.I., Ndlovu, M., Spangenberg, E.D., & Ramdhany, V. (2022). Item Bank Development and Validation for Ability Estimation: Postgraduate Certification in Education (Mathematics) Computer Adaptive Testing Application. PONTE Journal, 78(10), 129–146. (http://dx.doi.org/10.21506/j.ponte.2022.10.8)

Oladele, J.I., Ndlovu, M., & Spangenberg, E.D. (2022). Simulated computer adaptive testing method choices for ability estimation with empirical evidence. International Journal of Evaluation and Research in Education (IJERE), 11(3), 1392–1399. (http://doi.org/10.11591/ijere.v11i3.21986)

Chirinda, B., Ndlovu, M., & Spangenberg, E. (2022). Mathematics learners’ perceptions of emergency remote teaching and learning during the COVID-19 lockdown in a disadvantaged context. International Journal of Learning, Teaching and Educational Research, 21(1), 179–194. (https://doi.org/10.26803/ijlter.21.1.11)

Baumgartner, W.L., Spangenberg, E.D., & Lautenbach, G.V. (2021). Developing algebraic knowledge: Foundation programme ex-mathematical literacy students’ perceptions. EURASIA Journal of Mathematics, Science and Technology Education, 17(11), em2026. (https://doi.org/10.29333/ejmste/11245)

Spangenberg, E.D. (2021d). Manifesting of pedagogical content knowledge on trigonometry in teachers’ practice. Journal of Pedagogical Research, 5(3), 135–163. (https://doi.org/10.33902/JPR.2021371325)

Spangenberg, E. (2021c, July 14-16). Mathematics pre-service teachers’ views about the affordances of a flipped classroom towards their professional development. In Z. Jojo, & M. Du Plooy (Eds). Developing Equitable Mathematical Teaching and Learning Practices that Empower Teachers and Learners in the 4IR Era. Paper presented virtually at the 26th Annual National Congress of the Association for Mathematics Education (AMESA), South Africa (Mpumalanga 290–305). Johannesburg, S.A.: AMESA. ISBN 978-0-620-94779-4.

Spangenberg, E. (2021b, July 14-16). The influence of wording in a mathematics assessment activity on performance. In Z. Jojo, & M. Du Plooy (Eds). Developing Equitable Mathematical Teaching and Learning Practices that Empower Teachers and Learners in the 4IR Era. Paper presented virtually at the 26th Annual National Congress of the Association for Mathematics Education (AMESA), South Africa (pp. 393–403). Johannesburg, S.A.: AMESA. ISBN 978-0-620-94779-4.

Chirinda, B., Ndlovu, M., & Spangenberg, E. (2021). Teaching mathematics during the COVID-19 lockdown in a context of historical disadvantage. Education Sciences, 11(4), 177–191. (https://doi.org/10.3390/educsci11040177)

Spangenberg, E.D. (2021a). Student-teachers’ views on the affordances of incorporating cultural artifacts in mathematics lessons in South Africa. In I. C. Chahine, & J. de Beer (Eds.), Evidence-Based Inquiries in Ethno-STEM Research: Investigations in Knowledge Systems across Disciplines and Transcultural Settings. (pp. 101–123). Charlotte, NC: Information Age Publishing Inc.

Ubah, I.J.A., & Spangenberg, E. (2020, October 20-21). Prospective Mathematics Teachers Perception of Online Education in Mathematics Education Modules: Insight from COVID-19 Pandemic Era. In M. Motseke, M. Chitiyo, U.I. Ogbonnaya, O.C. Dada, & G. Charles-Ogan (Eds). Rethinking teaching and learning in the 21^st century. Paper presented virtually at the South Africa International Conference on Education (SAICEd), South Africa (pp. 116–129). Cape Town, S.A.: African Academic Research Forum. ISBN 978-0-620-89546-0.

Roberts, A.K., & Spangenberg, E.D. (2020). Peer tutors’ views on their role in motivating learners to learn mathematics. Pythagoras, 41(1), a520. (https://doi.org/10.4102/pythagoras.v41i1.520)

Asmail, R., Spangenberg, E.D., & Ramdhany, V. (2020). What grade 8 to 10 learners from a mathematics-and-science-focus school value as important in the learning of mathematics. African Journal of Research in Mathematics, Science and Technology Education, 24(2), 241–252. (https://doi.org/10.1080/18117295.2020.1818041)

Ubah, I.J.A., Spangenberg, E., & Ramdhany, V. (2020). Blended learning approach to mathematics education modules: An analysis of pre-service teachers’ perceptions. International Journal of Learning, Teaching and Educational Research, 19(7), 298 –319. (https://doi.org/10.26803/ijlter.19.7.17)

Ndlovu, M., Ramdhany, V., Spangenberg, E. D., & Govender, R. (2020). Preservice teachers’ beliefs and intentions about integrating mathematics teaching and learning ICTs in their classrooms. ZDM, 52(7), 1365-1380. (https://doi.org/10.1007/s11858-020-01186-2)

Spangenberg, E. D., & Van Putten, S. (2020). Relating Elements of Mathematics Anxiety with the Gender of Preservice Mathematics Teachers. Gender & Behaviour, 18(2), 15631–15641, (https://www.ajol.info/index.php/gab/article/view/198186)

Madosi, T., Spangenberg, E.D., & Ramdhany, V. (2020). The values learners consider as important in the learning of mathematics. Perspectives in Education, 38(1), 181–196. (http://dx.doi.org/10.18820/2519593X/pie.v38i1.13)

Spangenberg, E. D., & Pithmajor, A. K. (2020). Grade 9 mathematics learners’ strategies in solving number-pattern problems. EURASIA Journal of Mathematics, Science and Technology Education, 16(7), em1862. (https://doi.org/10.29333/ejmste/8252)