Research Projects

The Provisioning and Use of Calculators in the Further Education and Training Phase. Principal Investigator: Prof Karin Brodie, University of Witwatersrand and Co-researcher Prof Renuka Vithal, University of Fort Hare. The study investigates how not having a calculator or not being proficient in its use impacts Grade 12 matric performance and examines four aspects: policy, provisioning, usage and assessment/examination. NRF Funded (2019-

International Commission for Mathematical Instruction (ICMI) Study 24: School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities (2016-2023)

The Executive Committee of ICMI commissioned this study in recognition of “School mathematical reforms have taken place in many countries around the world in the recent past. Although contexts vary significantly much could be learnt from deeper and more substantial reflections and research about different aspects of these reforms… (and) there are in the world findings that can be systematized, compared and studied. The study can allow a rigorous picture of the possibilities and means to tackle a curricular reform in the historical scenario we live in. This would be of great use not only for policy makers, administrators, and researchers to learn from each other’s countries and regions, but also to practitioners and to all the educational community. In particular, it is a crucial issue for developing countries”

The ICMI Executive Committee announced the launch of ICMI Study 24: School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities in Hamburg July 2016. The co-chairs of the study, Yoshinori Shimizu (Japan) and Renuka Vithal (South Africa) and the International Programme Committee, met in Berlin in November 2017 to finalise the ICMI Study 24 Discussion Document, which set out the scope of the study and called for papers for the ICMI Study 24 Conference. The Study Conference took place in Japan, November 2018, (see Shimizu & Vithal, 2018; conference proceedings at: https://www.mathunion.org/icmi/activities/icmi-studies/icmi-study-conferences).

Thereafter the task of compiling the Study Volume began and was finally published in June 2023. Mathematics Curriculum Reforms Around the World: The 24th ICMI Study is open access and can be downloaded at https://link.springer.com/book/10.1007/978-3-031-13548-4

Learner’s Perspectives Study: Mathematics Classroom Practices in ten countries: Research Project Leader of the South African team. This study involved an in-depth investigation of grade 8 mathematics learners in ten countries. Overall project leader: Prof. David Clark (Melbourne University). The SA leg of the project was the result of a successful proposal to the NRF for the award of a Humboldt Scholarship to Prof. Christine Keitel as visiting professor in Mathematics Education (1999-2001) who was a project leader in the study . Co-investigators: Prof Jill Adler (Wits University) and Dr Bheki Khuzwayo (Zululand University). Funded and based in Australia, the South African research component was funded by the NRF and UDW/UKZN. (2000-2010)

Sustainable Science and Technology Education (Project SUSTAIN) Co-investigator, mentor and support to Dr Busisiwe Alant who is the “South” project leader for this North-South collaboration involving universities in Norway, South and Southern Africa on developing socially responsible science and technology education. (2006- 2012)

UNESCO-SAARMSTE book project on methodologies for researching mathematics, science and technology education in societies in transition. Secured funding from UNESCO on behalf of SAARMSTE; (2003 -2010). Book Published [Setati, M., Vithal, R & Malcom, C; Dhunpath, R. (2009) (Eds) Researching Possibilities in Mathematics, Science and Technology Education. New York: Nova Science Publishers.]

A member of the research reference group for a longitudinal study following the progress of Grade one students in mathematics education over five years, co-ordinated by the Mathematics Centre for Professional Teachers, Johannesburg. (1997-1999)

Co-founder and co-ordinator of a Co-operative Doctoral Programme in Mathematics Education involving the Centre for the Advancement Science and Mathematics Education (CASME University of Natal, Durban); Aalborg University; the Royal Danish School of Educational Studies (Denmark) and the Centre for Educational Research, Evaluation and Policy (University of Durban-Westville) All 6 students who participated in this programme have graduated with their doctorates (1994-1999)

Programme funded by NRF and the Danish Government.

For description see Vithal R (2010) Democratising mathematics educational doctoral research teaching and learning: Undoing the North-South divide. In Alrø, H., Ravn, O., & Valero, P. (Eds.) Critical mathematics education: Past, present and future. Festschrift for Ole Skovsmose Rotterdam: Sense (pp. 197-207).