Prof Erica Spangenberg

Prof Erica D Spangenberg: Affective constructs in the teaching and learning of mathematics via technology (e.g. mathematics anxiety, motivation, self-efficacy, beliefs about the nature of mathematics), as well as values in mathematics (e.g. curriculum-ideologies, mind sets, thinking styles, etc.), assessment, Ethno-Mathematics, pedagogical content knowledge, and visualisation.

 

Teaching Methodology and Practicum (Mathematics)

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Postgraduate Teaching includes:

 

PG (Dip); BEd Hons; MEd and PhD (Mathematics in Education)

 

BEd Honours (Issues in Mathematics Education and Research Project)

 

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).

 

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

 

 

Kotze, H., Jacobs, G.J., & Spangenberg, E.D. (2017). Mathematical modelling for engineering diploma students: Perspectives on visualisation. In G. A. Stillman, W Blum, & GG. Kaiser (Eds.),Mathematical modelling and applications: Crossing and researching Boundaries in Mathematics Education (pp. 541–551). Switzerland: Springer International Publishing AG.

 

Spangenberg, E.D. (2017). The interplay between theory and practice: Mathematics pre-service teachers’ learning experiences at a teaching school. The Independent Journal of Teaching and Learning, 12(2), pp. 92–112.(https://ijtl.iie.ac.za/SitePages/%E2%80%8BThe%20Independent%20Journal%20of%20Teaching%20and%20Learning.aspx)

 

Spangenberg, E.D., & Myburgh, C. (2017). Comparing South African female and male pre-service teachers’ beliefs about the nature of mathematics. Africa Education Review, 14(2). (https://doi.org/10.1080/18146627.2017.1292828)

 

Spangenberg, E.D. (2017). Comparing the achievement goal orientation of mathematics learners with and without attention-deficit hyperactivity disorder. South African Journal of Education,37(3): Art. # 1419, 11 pages. (https://doi.org/10.15700/saje.v37n3a1419)

 

Kotze, H., Jacobs, G., & Spangenberg, E. (2016, October 24-28). Identifying subscales of visualisation in a literacy test for engineering students. In L.D. Mogari (Ed). Towards effective teaching and meaningful learning in Mathematics, Science and Technology. Paper presented at ISTE International Conference on Mathematics, Science and Technology Education, Mopani Camp, Kruger National Park, Limpopo, South Africa (pp. 336-350). Pretoria, SA: Unisa Press. ISBN 978-1-86888-833-7.

 

Kotze, H., Jacobs, G., & Spangenberg, E. (2015, October 25-29). Attitudes of biomedical technology students towards mathematical modelling. In L.D. Mogari (Ed). Towards effective teaching and meaningful learning in Mathematics, Science and Technology. Paper presented at ISTE International Conference on Mathematics, Science and Technology Education, Mopani Camp, Kruger National Park, Limpopo, South Africa (pp. 136-148). Pretoria, SA: Unisa Press. ISBN 978-1-86888-833-7.

 

Spangenberg, E.D. 2015. Voorbeelde van kulturele artefakte in die voorbereiding van ’n wiskundeles’, Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 34(1), Art. #1310, 9 pages. (http:// dx.doi.org/10.4102/satnt. v34i1.1310).

 

Spangenberg, E. (2014, October 19-23). Mathematics student-teachers’ experiences of mentoring at a teaching school in South Africa. In D. Mogari, U.I. Ogbonnaya, & K Padayachee (Eds). Towards effective teaching and meaningful learning in Mathematics, Science and Technology. Paper presented at ISTE International Conference on Mathematics, Science and Technology Education, Mopani Camp, Kruger National Park, Limpopo, South Africa (pp. 81-90). Pretoria, SA: Unisa Press. ISBN 978-1-86888-800-9.

 

Jacobs, G. J., & Spangenberg, E. D. (2014, October 19-23). Mathematics teachers’ attitudes towards the subject: the influence of gender, age and teaching experience. In D. Mogari, U.I. Ogbonnaya, & K Padayachee (Eds). Towards effective teaching and meaningful learning in Mathematics, Science and Technology. Paper presented at ISTE International Conference on Mathematics, Science and Technology Education, Mopani Camp, Kruger National Park, Limpopo, South Africa (pp. 91-100). Pretoria, SA: Unisa Press. ISBN 978-1-86888-800-9.

 

Baumgartner, W., Spangenberg, E., & Jacobs, G. J. (2014, October 19-23). Motivation strategies of ex-mathematical literacy learners in a university foundation programme. In D. Mogari, U.I. Ogbonnaya, & K Padayachee (Eds). Towards effective teaching and meaningful learning in Mathematics, Science and Technology. Paper presented at ISTE International Conference on Mathematics, Science and Technology Education, Mopani Camp, Kruger National Park, Limpopo, South Africa (pp. 101-110). Pretoria, SA: Unisa Press. ISBN 978-1-86888-800-9.

 

Spangenberg, E. D. (2014, July 07-11). A comparison of the achievement goal orientation of mathematics leaners with/without attention deficit hyperactivity disorder (ADHD). In M. Lebitso, & A. Maclean (Eds). Demystifying Mathematics. Paper presented at the 20th Annual National Congress of the Association for Mathematics Education of South Africa, Kimberly (pp. 234-245). Johannesburg, SA: AMESA.

 

Spangenberg, E. D. (2013, October 21-24). The effect of differentiated teaching on learner achievement of grade 8 mathematics learners with special educational needs in South Africa. In D. Mogari, A. Mji, & U.I. Ogbonnaya (Eds). Towards effective teaching and meaningful learning in Mathematics, Science and Technology. Paper presented at ISTE International Conference on Mathematics, Science and Technology Education, Mopani Camp, Kruger National Park, Limpopo, South Africa (pp. 507-529). Pretoria, SA: Unisa Press.

 

Spangenberg, E.D. (2012). Thinking styles of Mathematics and Mathematical Literacy learners: Implications for subject choice. Pythagoras, 33(3), Art. #179, 12 pages. (http://dx.doi.org/10.4102/ pythagoras.v33i3.179).