Publications – Journal Articles

Vithal, R., Brodie, K. & Subbaye, R. (2023) Equity in mathematics education. ZDM – Mathematics Education, 56, 153-164. Open access DOI:10.1007/s11858-023-01504-4 [Invited review paper for special issues series from Chief Editor of ZDM-Mathematical Education]

Ramklass, S & Vithal, R. (2021) Student-Faculty interactions within a physiotherapy curriculum. Advances in Health Sciences Education, 27, 49-61. DOI:1007/s10459-021-10070-x

Vithal, R (2018) Growing a Scholarship of Teaching and Learning Institutionally, Studies in Higher Education, 43(3), 468-483, DOI:10.1080/03075079.2016.1180350

Subbaye R. & Vithal, R. (2017) Teaching criteria that matter in university academic promotions. Assessment and Evaluation in Higher Education, 42(1), 37-60, DOI:10.1080/02602938.2015.1082533

Subbaye R. & Vithal, R. (2017) Gender, Teaching and Academic Promotions in Higher Education, Gender and Education, 29(7), 926-951. DOI:10.1080/09540253.2016.1184237

Amin, N. & Vithal, R. (2015) Teacher knowing or not knowing about students, South African Journal of Education, 35(3), 1-9. DOI: 10.15700/saje.v35n3a1078

Munro, N; Vithal, R. & Murray, M (2015) (In)Equity of exceptional academic achievement in South African higher education, South African Journal of Higher Education, 29(2), 218-236.

Naidoo, P.D. & Vithal, R. (2014) Teacher Approaches to Introducing Indigenous Knowledge in School Science Classrooms, African Journal for Research in Science, Mathematics and Technology Education, 18(3), 253-263.

Vithal, R.; Subbaye R. & North D. (2013) Valuing teaching in university academic promotions, Alternations Special Issue 9, 318-342.

Vithal, R. & Skovsmose, O. (2012) Editorial – Mathematics education, democracy and development: A view of the landscape, Pythagoras 33 (2), 1-3

http://www.pythagoras.org.za/index.php/pythagoras/article/view/207/290

Vithal, R. (2012) Mathematics education, democracy and development: Exploring connections. Pythagoras, 33 (2), 20-33 (Based on my inaugural professorial lecture)

http://www.pythagoras.org.za/index.php/pythagoras/article/view/200

Samuel, M. & Vithal, R. (2011) Emergent Frameworks of Research Teaching and Learning in a Cohort-based Doctoral Programme Perspectives in Education 29(3), 76-87.

Vithal, R. (2008) Complementarity, Mathematics and Context. Journal of Education, South African Educational Research Association (SAERA), 45, 43-64

Vithal, R. (2008) An analytical framework for mathematics teacher education from a critical perspective. Perspectives in Education 26(2), 45-59

Vithal, R. (2007) Researching and learning mathematics at the margin: from “shelter” to school. Philosophy of Mathematics Education Journal. Special Issue on Social Justice (PART 1) 20, 1-8. Online: http://www.people.ex.ac.uk/PErnest/

Vithal, R. & Bishop, A. (2006) “Mathematical Literacy: a new literacy or a new mathematics?” Editorial in special issue of Pythagoras 64, 2-5

Vithal, R. (2006) Developing Mathematical Literacy through Project Work: A teaching/teacher perspective, Pythagoras 64, 37-44

Vithal, R. & Gopal, N. (2005) What learners say about the new South African mathematics curriculum reforms. Perspectives in Education, 23(3), 45-59

Vithal, R. & Alant, B. (2005) Editorial: Part 1 Speaking the Curriculum: Learner voices and silences – challenges for mathematics and science education in the twenty first century Perspectives in Education, 23(3), vii-x

Vithal, R. (2005) Gender Justice, Human Rights and Measurement in the Mathematics Classroom. International Journal of Mathematical Education in Science and Technology, 36(8), 827-841.

Vithal, R. (2004) The “uncivilised” scientist: lessons from ethnomathematics and critical mathematics education for an African Scholarship. Ingede: Journal of African Scholarship, 1(1)

Vithal, R. (2004) Mathematics; Devan and project work. South African Journal of Education, 24 (3), 225-232

Vithal, R. (2003) Student Teachers and “Street Children”: On becoming a teacher of mathematics, Journal of Mathematics Teachers Education 6(2), 165-183.

Breen, C.; Vithal, R.; Mtetwa, D. & Setati, M. (2003) Joining and Re-Forming: Towards a strategy for optimising SAARMSTE influence in the broader mathematics education community. Pythagoras 57, April, 19-26

Singh, S. & Vithal, R. (2003) Feminism’s Courtship with Survey: Dangerous Liaisons or Close Encounters of the Feminist Kind. Academic Bulletin for Staff and Students, 13(1), 19-35

Vithal, R. (2002) Differentiation, in contradiction and co-operation, with equity in mathematics education. African Journal of Mathematics, Science and Technology Education Vol 6, 1-20

Vithal, R. (2002) “Plumber-girl”, “It’s a boy’s job”: The gendering of measurement activities in school mathematics. Agenda, 17(53), 113-120

Vithal, R. (2002) A Pedagogy of conflict and dialogue for a mathematics education from a critical perspective. For the Learning of Mathematics, 22(1), 29-41

Vithal, R. (2001) “Waves and Particles: Curriculum Stances in Complementarity”. Editorial in Perspectives in Education as special guest editor, 19(1), 1-4

Vithal, R.; Paparam, A.; Jugoo, S.; Majola, W.; Jugoo, A. & Mpalami, N. (2001) ‘Learning to teach mathematics at Tennyson House.’ KwaZulu-Natal Mathematics Journal, 6(1), 3-14

Vithal, R. (1999) Democracy and Authority: A Complementarity in Mathematics Education? Zentralblatt fur Didaktik der Mathematik/International Reviews on Mathematics Education, 99(1), 27-36

Valero, P. & Vithal, R. (1999) Research Methods of the “North” revisited from the “South”. Perspectives in Education, 18(2), 5-12

Vithal, R. & Skovsmose, O. (1997) ‘The End of Innocence: A Critique of “Ethnomathematics”’. Educational Studies in Mathematics 34(2), 131-157.

Vithal, R.; Christiansen, I & Skovsmose, O (1995) ‘Project Work in University Mathematics Education’. Educational Studies in Mathematics Special Issue on Advanced Mathematical Thinking. 29(2), 199-223