# Peer-reviewed published conference proceedings

**Peer-reviewed published conference proceedings**

Campbell, A. 2013. Building a multi-language database of video explanations for first year mathematics. In N. Tisani and M. Madiba (eds), Proceedings of the Higher Education Learning and Teaching Association of Southern Africa (HELTASA) 2012 Conference, 28-30 November 2012, University of Stellenbosch, South Africa. South Africa: University of Stellenbosch. ISBN 9780-620555401.

Campbell, A. 2013. The role of voluntary online tutoring in building students' identities as community participants. In V. Frith and K. le Roux (eds), Proceedings of 7th International Mathematics Education and Society Conference, 2-7 April 2013, Cape Town, South Africa. Cape Town: MES 7. ISSN 20779933.

Campbell, A. 2013. What Threats and Benefits do Free Online Mathematics Courses Pose to Traditional Universities? In Z. Davis and S. Jaffer (eds), Proceedings of the 19th Annual Congress of the Association for Mathematics Education of South Africa (AMESA), 24-28 June 2013, University of the Western Cape,. Bellville, Cape Town, Western Cape: Association of Mathematics Education of South Africa (AMESA). ISBN 9780620567763.

Campbell, A. and D'Oliviera Pio, M. 2013. Learning mathematics through the making of video explanations for a multi-language database. In Z. Davis and S. Jaffer(eds),Proceedings of the 19th Annual Congress of the Association for Mathematics Education of South Africa (AMESA), 24-28 June 2013, University of the Western Cape,, Bellville, Cape Town. Western Cape: Association of Mathematics Education of South Africa (AMESA). ISBN 9780620567763.

Campbell, A. and Smit, R. 2013. Introduction to engineering: an investigation into the first year experience in an electrical engineering course. In B. Collier-Reed (ed), Proceedings of the Second Biennial Conference of the South African Society for Engineering Education (SASEE), 11-12 June 2013, Cape Town, South Africa, , 321. Cape Town: The South African Society for Engineering Education (SASEE). ISBN 9780620571234.

Campbell, A., Rafel, K.T.P. and Vezi, T.E. 2013. The use of technology in addressing the mathematics education crisis in South Africa. In Z. Davis and S. Jaffer (eds), Proceedings of the 19th Annual Congress of the Association for Mathematics Education of South Africa (AMESA), 24-28 June 2013, University of the Western Cape, Bellville, Cape Town. Western Cape: Association of Mathematics Education of South Africa (AMESA). ISBN 9780620567763.

Campbell, A., Craig, T.S. and Le Roux, P. 2015. A new selection model for the academic development programme for engineering at UCT. Proceedings of the 3rd Biennial Conference of the South African Society for Engineering Education (SASEE 2015), 4-5 June 2015, Durban. Durban: The South African Society for Engineering Education (SASEE). ISBN 9780620647632.

Craig, T.S. and Campbell, A. 2013. The Development of Engineering Students' Algebra Skills: Findings from an Algebra Skills Test Refined by Rasch Analysis. In Z. Davis and S. Jaffer (eds),Proceedings of the 19th Annual Congress of the Association for Mathematics Education of South Africa (AMESA), 24-28 June 2013, University of the Western Cape. Bellville, Cape Town, Western Cape: Association of Mathematics Education of South Africa (AMESA). ISBN 9780620567763.

Craig, T.S. and Cloete, T.J. 2013. Observations and conclusions of dynamics student's mathematical fluency. In B. Collier-Reed (eds), Proceedings of the Second Biennial Conference of the South African Society for Engineering Education (SASEE), 11-12 June 2013, Cape Town, South Africa. Cape Town: the South African Society for Engineering Education (SASEE). ISBN 9780620571234.

Craig, T.S. and Cloete, T.J. 2015. Simple rule, hidden meaning: the scalar product in engineering mathematics. In R.J. Blignaut and R. Kizito (eds), Proceedings of 10th Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics, 22-27 November 2015, Port Elizabeth, South Africa. Cape Town, South Africa: Renette Blignaut (UWC) and Rita Kizito (NMMU). ISBN 9780620682947.

Craig, T.S., 2017, June. The uneasy role of proof in teaching engineering mathematics. In *Conference Review Procedure*(p. 52).

Campbell, A and Kanjee, KR, 2017, June. Student perceptions of transformation and belongingness in engineering programmes at a South African university. In *Conference Review Procedure *(p. 264).

Frith, V. and Lloyd, P.J. 2013. Quantitative literacy and epistemological access at university: reflections on using the threshold concept framework for research. In M. Berger, K. Brodie, V. Frith and K. le Roux (eds), Proceedings of the Seventh International Mathematics Education and Society Conference, 2-7 April 2013, Cape Town, South Africa. Cape Town: MES 7. ISSN 20779933.

Jacobs, M. and Mhakure, D. 2015. Mathematical Literacy: are we making any headway? In D. Huillet (ed), Proceedings of 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, 13-16 January 2015, Maputo, Mozambique. Maputo, Mozambique: SAARMSTE. ISBN 9780992226909.

Jawitz, J.P., Williams, K., Pym, J.M. and Cox, G. 2013. Why we do what we do: interrogating our academic staff development practice. In N. Tisani and M. Madiba (eds), Proceedings of the Higher Education Learning and Teaching Association of Southern Africa (HELTASA) 2012 Conference, 28-30 November 2012, University of Stellenbosch. South Africa: University of Stellenbosch. ISBN 9780620555401.

John, I. and Allie, M.S. 2013. DC circuits: context dependence of student responses. In P.V. Engelhardt, A.D. Churukian and N.S. Rebello (eds), Proceedings of 2012 Physics Education Research Conference, 1-2 August 2012, Philadelphia, USA. Melville, New York: American Institute of Physics. ISBN 9780735411340.

Le Roux, K. and Adler, J. 2012. Talking and looking structurally and operationally as ways of acting in a socio-political mathematical practice. In T.-Y. Tso (ed), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, 18-22 July 2012, Taiwan. Taiwan: Taiwan Association of Mathematics Education. ISSN 0771-100X.

Le Roux, K. 2013. "I just make sure that I got for it": a mathematics student's transition to and through university. In M. Berger, K. Brodie, V. Frith and K. le Roux (eds), Proceedings of the Seventh International Mathematics Education and Society Conference, 2-7 April 2013, Cape Town. Cape Town: MES 7. ISSN 20779933.

Le Roux, K. 2014. Explaining mathematical meaning in "practical terms" and access to advanced mathematics. In P. Liljedahl, C. Nicol, S. Oesterle and D. Allan (eds), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (PME 38 / PME-NA 36), 15-20 July 2014, Vancouver, Canada. Vancouver, Canada: PME. ISBN 9780864913609.

Le Roux, K. and Andersson, A. 2015. Researchers and researched as other within the socio-p/political turn. In S. Mukhopadhyay and B. Greer (eds), Proceedings of the Eighth International Mathematics Education and Society Conference, 21-26 June 2015, Portland, Oregon, United States. Ooligan Press, Portland State University, Oregon, US: MES8. ISSN 20779933.

Maughan, P. and Davidowitz, B. 2015. Design and evaluation of a capstone course for accounting students: aligning an academic course with the competency required by the professional body. Proceedings of SAAA Conference Proceedings 2015, 29 June – 1 July 2015, East London, South Africa. South Africa: IAAER. ISBN 9780620667142.

Mhakure, D. 2013. Sustainable development and indigenous knowledge: an education perspective. In M.B. Ogunniyi (ed), Proceedings of Fourth International Conference of the Science and Indigenous Knowledge Systems Project/South African-Mozambican Collaborative Research Programme, 29-31 October 2013, Cape Town. Cape Town: University of Western Cape. ISBN 9780868087474.

Mhakure, D. 2013. Toward an understanding of authentic assessment: a theoretical perspective. In P. Webb, M.G. Villanueva and L. Webb (eds), Proceedings of the 22ndAnnual Conference of SAARMSTE, 13-6 January 2014, Nelson Mandela Metropolitan University Port Elizabeth, South Africa. Port Elizabeth: Routledge (Taylor & Francis Group). ISBN 9780986980084.

Mhakure, D. and Jacobs, M. 2015. Recorded classroom practice: unpicking the complexities of teaching. In S. Maoto, B. Chigonga and K. Masha (eds), Proceedings of the 21st Annual National Congress of the Association for Mathematics Education of South Africa, 29 June – 3 July 2015, Polokwane. Johannesburg: Association of Mathematics Education of South Africa (AMESA). ISBN 9780620666169.

Mhakure, D. and Stone, R. 2012. African indigenous knowledge systems in higher education: a discourse analysis. In M.B. Ogunniyi (ed), Proceedings of 1st South African-Mozambican Systematic Review of IKS Studies Conference, 25-27 October 2012, Cape Town, South Africa. Bellville, South Africa: University of the Western Cape. ISBN 9780868087375.

Mhakure, D., Jacobs, M. and Julie, C. 2014. Grade 10 students' facility with rational algebraic fractions in high stakes examination: observations and interpretations. In M. Lebitso and A. Maclean (eds), Proceedings of the 20th Annual National Congress of the Association for Mathematics Education of South Africa (AMESA 2014), 7-11 July 2014, Diamantveld High School, Kimberley, Northern Cape. Johannesburg: Association of Mathematics Education of South Africa (AMESA). ISBN 9780620614757.

Mhakure, D., Jaftha, J. and Rughubar - Reddy, S. 2013. A Framework to Understand the Contribution of Quantitative Literacy to the Social Justice Agenda: A Pilot Study. In M. Berger, K. Brodie, V. Frith and K. le Roux (eds), Proceedings of the Seventh International Mathematics Education and Society Conference, 2-7 April 2013, Cape Town. Cape Town: MES 7. ISSN 20779933.

Mhakure, D., Mushaikwa, N. and Goodman, L. 2013. Exploring the nature of knowledge building amongst teachers using the argumentation instructional strategy: reflections from a community of practice. In M. Ogunniyi, O. Amosun, K. Langenhoven, S. Kwofie and S. Dinie (eds), Proceedings of the 21st Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE 2013), 14-17 January 2013, University of the Western Cape, Bellville, South Africa. Bellville: SAARMSTE. ISBN 9780986980077.

Ng'ambi, D. and Campbell, A. 2012. Influence of mobile learning on human agency: a critical discourse analysis. In D. Ng'ambi, and A. Campbell (eds), Proceedings of 7th International Conference on e-Learning, 12-22 June, Hong Kong. Hong Kong: Chinese University Press. ISBN 9781908272430.

Nwosu, V., Allie, M.S., Demaree, D. and Deacon, A. 2013. A study of postgraduate students in an astrophysics bridging year: identifying contradictions in a complex system. In P.V. Engelhardt, A.D. Churukian and N. Sanjay Rebello (eds), Proceedings of 2012 Physics Education Research Conference, 1-2 August, Philadelphia, USA. Melville, New York: American Institute of Physics. ISBN 9780735411340.

Paxton, M.I.J. and Frith, V. 2014. Positioning academic literacies at the core of curriculum design. In N. Tisani and A. Hlengwa (eds), Proceedings of the Higher Education Learning and Teaching Association of Southern Africa (HELTASA) 2013 Conference, 27-29 November 2013, Pretoria, South Africa. Pretoria, South Africa: HELTASA. ISBN 9780620609395.

Andersson, A., & le Roux, K. 2015. Researchers and researched as Other within the socio-p/Political turn. In B. Greer, & S Mukhopadhyay (Eds.), Proceedings of the Eighth International Mathematics Education and Society Conference (Vol.2, pp. 255-269). Portland, Oregon: MES8.

Le Roux, K. 2014. Explaining mathematical meaning in “practical terms” and access to advanced mathematics. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 4, pp. 65-72). Vancouver, Canada: PME.

Le Roux, K. 2017. Moving up or down the ladder: University mathematics students talk about progress. In A. Chronaki (Ed.), Proceedings of the Ninth International Mathematics Education and Society Conference (Vol.2, pp. 665-675). Volos, Greece: University of Thessaly Press.

Rughubar - Reddy, S. 2014. A framework for the analysis of values through a mathematical literacy lens. In P. Liljedahl, C. Nicol, S. Oesterle and D. Allan (eds), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (PME 38 / PME-NA 36), 15-20 July 2014, Vancouver, Canada. Vancouver, Canada: PME. ISBN 9780864913609.

Tanner, M.C. and Chigona, W.M.G. 2012. Towards an understanding of the contextual influences on distributed agile software development: a theory of practice perspective. In J. Pries-Heje, M. Chiasson, J. Wareham, X. Busquets, J. Valor and S. Seiber (eds), Proceedings of the 20th European Conference on Information Systems (ECIS 2012), 10-13 June 2012, Barcelona, Spain. Barcelona, Spain: European Conference on Information Systems (ECIS 2012). ISBN 9788488971548.

Torr, S. and Craig, T.S. 2013. Addressing dualism in mathematical abstraction: an argument for the role of construal level theory in mathematics education. In D. King, B. Loch and L. Rylands (eds), Proceedings of the 9th Delta Conference on Teaching and Learning of Undergraduate Mathematics and Statistics, 24-29 November 2013, Kiama, Australia. Melbourne, Australia: The University of Western Sydney, School of computing, Engineering and Mathematics. ISBN 9781741082890.