Hamsa Venkat
Biographic Data
| ID | 5398727 |
|---|---|
| NAME | Hamsa Venkat |
| GIVEN NAMES | Hamsa |
| FAMILY NAME | Venkat |
| SIGNATURE | VENKAT H |
| AFFILIATIONS | University of the Witwatersrand |
| ORCID | 0000-0002-6453-1623 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Making 10 min count
Writing on equity has persistently identified problems with an emphasis on outcomes and the deficit framings of marginalized communities associated with this focus. In this paper we focus on an Initial Teacher Education intervention that established a multi-institutional primary mathematics teacher educators community of practice (CoP) collaborating to develop number sense through mental mathematics. The CoP was built around shared concerns about…
What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of Sacmeq 2007
Examining the implementation of the mathematics strand of the Key Stage 3 Strategy
This article presents findings from a comparative case study examining the implementation of the mathematics strand of the Key Stage 3 Strategy in two contrasting schools—one using setting and whole‐class teaching, the other incorporating mixed‐ability grouping and individualised learning. A number of ‘outcomes’ of implementation are considered, including teachers' and students' experiences, changes in pedagogic practice and students' attainment.…
What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of Sacmeq 2007
Examining the implementation of the mathematics strand of the Key Stage 3 Strategy
This article presents findings from a comparative case study examining the implementation of the mathematics strand of the Key Stage 3 Strategy in two contrasting schools—one using setting and whole‐class teaching, the other incorporating mixed‐ability grouping and individualised learning. A number of ‘outcomes’ of implementation are considered, including teachers' and students' experiences, changes in pedagogic practice and students' attainment.…
Examining the implementation of the mathematics strand of the Key Stage 3 Strategy
This article presents findings from a comparative case study examining the implementation of the mathematics strand of the Key Stage 3 Strategy in two contrasting schools—one using setting and whole‐class teaching, the other incorporating mixed‐ability grouping and individualised learning. A number of ‘outcomes’ of implementation are considered, including teachers' and students' experiences, changes in pedagogic practice and students' attainment.…
What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of Sacmeq 2007
Making 10 min count
Writing on equity has persistently identified problems with an emphasis on outcomes and the deficit framings of marginalized communities associated with this focus. In this paper we focus on an Initial Teacher Education intervention that established a multi-institutional primary mathematics teacher educators community of practice (CoP) collaborating to develop number sense through mental mathematics. The CoP was built around shared concerns about…
Cognitive and developmental aspects of mathematical skills (2 works) · Mathematics education (2 works) · Mathematics Education and Teaching Techniques (2 works) · Pedagogy (2 works) · Psychology (2 works) · Action research (1 work) · Class (philosophy) (1 work) · Computer Science (1 work) · Content (measure theory (1 work) · Curriculum (1 work)