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Examples of Outputs

Examples of Outputs

Education Research

Peer-reviewed journal articles and book chapters:

  • Frith, V, Prince, R.N. and Jaftha, J.J. (2004) "Evaluating the Effectiveness of Interactive Computer Tutorials for an Undergraduate Mathematical literacy course" British Journal of Educational Technology, Vol 35 (2), pp. 159-171
  • Deacon, A., Horwitz, D., and Jaftha J.J.,(2004) "Customising Microsoft Office to develop a tutorial learning environment" British Journal of Educational Technology Vol 35(2), pp. 223 - 234
  • Frith, V., Jaftha, J.J. and Prince, R.N. (2005) "Interactive Excel Tutorials in a Quantitative Literacy Course for Humanities Students" In: M.O. Thirunarayanan, Aixa Pérez-Prado (Eds.) Integrating Technology in Higher Education. University Press of America, .Maryland. pp. 247 - 258.
  • Frith, V. and Prince, R., (2006) "Quantitative liter acy". In: H. Griesel (Ed) Access and Entry Level Benchmarks, the National Benchmark Tests Project, Higher Education South Africa -HESA, Pretoria. Chapter 3: Test domains and constructs and Appendix 2: Elaboration on the elements of the definition of Quantitative Literacy. pp. 28-34, 47-54
  • Frith, V., and Prince, R., (2006) "Reflections on the role of a research task for teacher education in data handling in a Mathematical Literacy education course." Pythagoras (64). The Association for Mathematics Education of South Africa. pp 52-61.
  • Prince, R.N. and Archer, A. (2006). "Quantitative Literacy as situated social practice in Higher Education." International Journal of Learning. 12. Common Ground Publishers.
  • Le Roux, K. (2008). A critical discourse analysis of a real-world problem in mathematics: Looking for signs of change. Language and Education, Vol 22, pp. 307-326.
  • Frith, V. and Prince, R., (2009) "A framework for understanding the Quantitative Literacy Demands of Higher Education" South African Journal of Higher Education. Vol 23 (1) pp. 83-97.
  • Le Roux, K. (2009). Flu viruses, a lucky community and cosine graphs: The possibilities opened up by the use of a socio-political perspective to study learning in an undergraduate access course in mathematics. African Journal of Research in Mathematics, Science and Technology Education. Vol 13, pp. 44-63.
  • Frith, V. (2011) "Quantitative Literacy Provision in the First Year of Medical Studies". South African Journal of Higher Education Vol 25 (4) pp. 725-740.
  • Frith, V. (2012) "Quantitative Literacy Interventions at University of Cape Town: Effects of Separation from Academic Disciplines". Numeracy 5(1) Article 3 Download from: http://services.bepress.com/cgi/viewcontent.cgi?article=1093&context=numeracy.
  • Frith, V. (2012) "A Quantitative Literacy Course for Humanities and Law Students: The challenges of a context-based curriculum". Perspectives in Education. Vol 30(2) pp. 41-49.
  • Lloyd, P. and Frith, V. (2013) "Proportional reasoning as a threshold to numeracy at university: a framework for analysis". Pythagoras. 34(2) Art. #234, 9 pages. dx.doi.org/10.4102/pythagoras.v34i2.234
  • Mhakure, D., Jaftha, J. and Rughubar-Reddy, S. (2014). “The contribution of course materials to a social justice agenda: lessons from a quantitative literacy course for undergraduate social science students”. Mediterranean Journal of Social Sciences Vol 5 (23) pp. 1190-1197
  • Frith, V. and Lloyd, P. (2014) “Students' Difficulty with Proportional Reasoning in a University Quantitative Literacy Course”. South African Journal of Higher Education Special Edition (HELTASA Conference, 2012) Vol 28(3) pp. 940-960.
  • Paxton, M. and Frith, V. (2014) “Implications of academic literacies research for knowledge making and curriculum design”. Higher Education Journal Vol 67(2) pp. 171-182.
  • Paxton, M. and Frith, V. (2015) “Transformative or normative? Implications for academic literacies research in quantitative disciplines”. In T. Lillis, K. Harrington, M. Lea and S. Mitchell (eds). Working with Academic Literacies: Case Studies Toward Transformative Practice. WAC Clearinghouse/Parlor Press. pp. 155-162. Download from: http://wac.colostate.edu/books/lillis/
  • Clarke, J (2015) ‘The Value of Understanding Students’ Prior Writing Experience in Teaching Undergraduate Science Writing’ Critical Studies in Teaching & Learning (CriSTaL) Vol 3, No. 1, 2015: 21 – 43. DOI: 10.14426/cristal.v3i1.32
  • Frith, V. and Lloyd, P. (2016) “Investigating proportional reasoning in a university quantitative literacy course” Numeracy 9(1). Article 3.DOI: http://dx.doi.org/10.5038/1936-4660.9.1.3.
  • Frith, V. and Prince, R. (in press) “Quantitative literacy of school leavers aspiring to higher education in South Africa: lessons from the South African National Benchmark Quantitative Literacy test.” South African Journal of Higher Education. Vol 30(1)

Peer-reviewed conference proceedings:

  • Frith, V. and Prince, R.N. (2001) "Gatekeeper vs. Gateway", Communications of the Third Southern Hemisphere Symposium on Undergraduate Mathematics Teaching. July 2001. pp.46.
  • Frith, V., Jaftha, J., Prince, R.N., (2002), "The Integration of Interactive Excel Tutorials into a First-year (Pre-calculus) Course", Proceedings of the Second International Conference on the Teaching of Mathematics (ICTM2).
  • Jaftha, J.; Frith, V. and Prince, R. (2002), "A learning environment using Excel as teaching assistant and assessment tool for mathematics", Proceedings of the International Conference on Technology and Education (ICTE).
  • Prince, R.N., Frith, V.and Jaftha, J.J. (2004) "Mathematical Literacy of students in first year of Medical School at a South African University" In: A. Buffler and R.C. Laugksch (Eds.) Proceedings of the 12th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education. Durban: SAARMSTE. pp. 791-798.
  • Frith, V. and Jaftha, J.J.,(2006) "The evolution and effectiveness of an interactive spreadsheet-based tutorial on the representation of functions in a pre-calculus foundation course." Proceedings of the Third International Conference on the Teaching of Mathematics (ICTM3)
  • Prince, R., and Frith, V. (2006). "An approach to ‘Mathematical Literacy' teacher education at a South African university." Proceedings of the Third International Conference on the Teaching of Mathematics (ICTM3)
  • Le Roux, K. (2008). Relevance and access in undergraduate mathematics: Using discourse analysis to study mathematics texts. In J. F. Matos , P. Valero, & K. Yasukawa (Eds.), Proceedings of the Fifth International Mathematics Education and Society Conference (pp. 340-351). Centro de Investigação em Educação, Universidade de Liboa and the Department of Education, Learning and Philosophy, Aalborg University.
  • Le Roux, K. (2010). "I was thinking the wrong thing" / "I was looking in a particular way": in search of analytic tools for studying mathematical action from a socio-political perspective. In U.Gellert, E. Jablonka & C.Morgan (Eds.), Proceedings of the Sixth International Mathematics Education and Society Conference (pp.336-347). Berlin: Freie Universität Berlin.
  • Frith, V., Le Roux, K., Lloyd, P., Jaftha, J., Mhakure, D. and Rughubar-Reddy, S. (2010) Tensions between Context and Content in a Quantitative Literacy course at University". In U.Gellert, E. Jablonka & C.Morgan (Eds.), Proceedings of the Sixth International Mathematics Education and Society Conference (pp.259-269). Berlin: Freie Universität Berlin.
  • Mhakure, D. (2011) "Quantitative Literacy for Undergraduates: Students' Perceptions About the Quantitative Literacy Course at the University of Cape Town, South Africa". Paper published in the conference proceedings at the Saarmste Conference 18-21 January 2011, North West Province, South Africa. pp 200-215.
  • Frith, V. and Lloyd, P. (2013) "Quantitative Literacy and Epistemological Access at University: reflections on using the threshold concept framework for research". In Proceedings of the 7th Mathematics Education and Society Conference (MES7)
  • Le Roux, K. (2013). "I just make sure that I go for it": A mathematics student's transition to and through university. Proceedings of the 7th International Mathematics Education and Society Conference (MES7).
  • Mhakure, D., Jaftha, J. & Rughbar-Reddy, S. (2013). "A framework to understand the contribution of Quantitative literacy to the social justice agenda: A pilot study". Proceedings of the 7th International Mathematics Education and Society Conference (MES7).
  • Rughubar-Reddy, S. (2014). “Researching values in mathematical literacy: trials and impediments”. Mediterranean Journal of Social Sciences. Vol 5 (23) pp.1413-1418
  • Rughubar-Reddy, S. (2014). “A framework for the analysis of values through a mathematical literacy lens”.  Proceedings of the 38th Conference for the International Group for the Psychology of Mathematics Education in Vancouver, Canada. 15-20 July 2014.
  • Paxton, M. and Frith, V. (2014) “Positioning academic literacies at the core of curriculum design”  Proceedings of the Higher Education and Teaching Association of Southern Africa (HELTASA) 2013 Conference, 27 – 29 November 2013, University of South Africa, Pretoria
  • Jacobs, M., & Mhakure, D. (2015). Recorded classroom practice: unpicking the complexities of teaching. Proceedings of the 20th Annual National Congress of the Association Mathematics Education of South Africa 29th June – 3rd July 2015. Polokwane, Limpopo, South Africa, pp. 253-268. (ISBN:  978-0-620-66616-9).
  • Jacobs, M., & Mhakure, D. (2015). Mathematical Literacy: Are we making any headway? Proceedings of the 22nd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) 13th – 16th January 2015. Maputo, Mozambique, pp.105-114.

Mathematics Research

  • Jaftha, J. (2006). “The conjugate of a product of linear relations”, Comment. Math. Univ. Carolin. Vol 47(2), pp. 265-273.
  • Jaftha, J. (2007). “The generalised injection and surjection modulli”, Quaestiones Mathematicae, Vol 30, pp. 335-347
  • Clarke, J & Gilmour, C (2015) ‘Pseudocompact sigma-Frames’ Mathematica Slovaca Volume 65, 2015, No. 2: 289-300.

Psychology research

  • Du Plooy, C., Thomas, K. G., Henry, M., Human, R., & Jacobs, W. J. (2014). The fear-factor stress test: an ethical, non-invasive laboratory method that produces consistent and sustained cortisol responding in men and women. Metabolic Brain Disease, 29 (2), 385-394.
  • Henry, M., Thomas, K. G. F., & Ross, I. L. (2014). Episodic memory impairment in Addison’s disease: results from a telephonic cognitive assessment. Metabolic Brain Disease, 29 (2), 421-430.
  • Henry, M., Wolf, P. S. A., Ross, I. L., & Thomas, K. G. F. (2015). Poor quality of life, depressed mood, and memory impairment may be mediated by sleep disruption in patients with Addison's disease. Physiology and Behavior, 151C, 379-385.