Zanele Annatoria NGCOBO | Mathematics Education | Best Researcher Award

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Assoc. Prof. Dr Zanele Annatoria NGCOBO | Mathematics Education | Best Researcher Award

Associate Professor, University Of Kwazulu Natal, South Africa

Annatoria Zanele Ngcobo is a dedicated academic at the University of KwaZulu-Natal in Durban, South Africa. With a focus on mathematics education, Zanele has made significant contributions to understanding how pre-service teachers construct knowledge in mathematics. Her research and teaching aim to bridge the gap between theoretical frameworks and practical applications, ensuring that future educators are well-equipped to enhance student learning. Zanele’s work reflects her commitment to fostering a deeper understanding of mathematics among learners and improving educational outcomes in South Africa. 🌟📚

Profile

SCOPUS

Strengths for the Award

  1. Impactful Contributions: Annatoria Zanele Ngcobo has published nine research articles that have garnered significant citations, indicating the relevance and influence of her work in the field of mathematics education.
  2. Focused Research Areas: Her research on pre-service teachers’ understanding of mathematical concepts directly addresses critical gaps in teacher training, promoting improved pedagogical practices.
  3. Diverse Collaborations: Zanele’s collaboration with various co-authors across multiple studies demonstrates her ability to engage with different perspectives and expertise, enhancing the quality and reach of her research.
  4. Commitment to Educational Improvement: Her work emphasizes practical applications, such as formative feedback and error analysis, which can lead to tangible improvements in teaching and learning outcomes.

Areas for Improvement

  1. Broader Publication Scope: While her publications are impactful, expanding her research to include more interdisciplinary studies could enhance her work’s applicability across different educational contexts.
  2. Increased Public Engagement: Zanele could benefit from increased visibility through conferences, workshops, or public forums to share her findings, further establishing herself as a thought leader in mathematics education.
  3. Diverse Research Methodologies: Exploring varied research methodologies could enrich her studies, providing new insights and approaches to understanding mathematical education challenges.

Education

Zanele Ngcobo completed her studies at the University of KwaZulu-Natal, where she earned advanced degrees in mathematics education. Her academic journey has been marked by a commitment to understanding effective pedagogical practices and the cognitive processes involved in learning mathematics. Zanele’s education has provided her with a robust foundation in both theory and practice, enabling her to contribute meaningfully to the field of mathematics education and teacher training. 🎓✨

Experience

With extensive experience in teacher education, Zanele has engaged in various roles that support the professional development of pre-service mathematics teachers. She has conducted workshops, facilitated discussions on effective teaching practices, and contributed to curriculum development initiatives. Zanele’s practical experience is complemented by her research endeavors, which focus on understanding and improving teaching methodologies in mathematics education. Through these efforts, she has had a positive impact on the teaching landscape in South Africa. 🏫📖

Awards and Honors

Zanele Ngcobo has been recognized for her contributions to mathematics education through several awards and honors. Her work in enhancing teaching practices and her research on teacher knowledge have earned her accolades within academic circles. Zanele is also actively involved in educational conferences, where she shares her insights and collaborates with fellow educators. Her achievements reflect her dedication to improving educational outcomes and her influence in the field of mathematics education. 🏆🌟

Research Focus

Zanele’s research primarily explores mathematical knowledge for teaching, particularly how pre-service teachers develop their understanding of mathematical concepts. She investigates cognitive processes involved in learning and teaching mathematics, focusing on topics such as error analysis and the use of manipulatives. Zanele aims to improve educational practices through her research, ensuring that future educators are well-prepared to address challenges in mathematics teaching and learning. 🔍📊

Publication Top Notes

  • Connecting knowledge and practice: Mathematics teacher educators’ knowledge and use of formative feedback in Ghana 📄
  • The curriculum tracker: A tool to improve curriculum coverage or just a tick-box exercise? 📄
  • Exploring Preservice Secondary Mathematics Teachers’ Common Content Knowledge of Hyperbola Graphs 📄
  • Error Analysis: Supporting the Development of Pre-Service Mathematics Teachers’ Subject Matter Knowledge of School Mathematics Topics 📄
  • Managing the impact of COVID-19 on the education plans and activities of South African schools 📄
  • Pre-service mathematics teachers’ mental constructions when using Cramer’s rule 📄
  • Pre-service mathematics teachers’ development process in using manipulatives in number operations 📄
  • Pre-service teachers’ mental constructions of concepts in matrix algebra 📄
  • High school learners’ mental construction during solving optimisation problems in calculus: A South African case study 📄

Conclusion

Annatoria Zanele Ngcobo’s dedication to advancing mathematics education through rigorous research makes her a strong candidate for the Best Researcher Award. Her impactful work, focused on enhancing teacher education and improving student learning, aligns well with the criteria for this recognition. With continued efforts to broaden her research scope and engage with the academic community, she is poised to make even greater contributions to the field.

Asheena Singh-Pillay | Teacher Education | Best Researcher Award

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Prof Asheena Singh-Pillay | Teacher Education | Best Researcher Award

Academic leader, University of Kwa Zulu Natal, South Africa

Asheena Singh-Pillay is an academic at the University of Kwa-Zulu Natal, specializing in STEM education and curriculum design. With a focus on enhancing teaching methodologies, her research addresses gender issues, professional development, and the integration of technology in education. Passionate about creating inclusive learning environments, she actively engages in studies aimed at improving educational outcomes for all students.

Profile

GOOGLE SCHOLAR

Strengths for the Award

Asheena Singh-Pillay demonstrates a profound commitment to advancing STEM education, particularly in the context of South Africa. Her extensive body of work, including numerous publications that address critical issues such as gender dynamics, curriculum design, and the integration of technology in teaching, showcases her ability to engage with pressing educational challenges. The high citation counts of her publications reflect her influence in the field and the relevance of her research to educators and policymakers. Furthermore, her collaborative efforts in studies on teacher development and student experiences during the COVID-19 pandemic highlight her adaptability and responsiveness to emerging educational needs.

Areas for Improvement

While Singh-Pillay’s research is commendable, expanding her focus to include more longitudinal studies could enhance the impact of her findings. Additionally, engaging in interdisciplinary collaborations might further enrich her work, allowing for a broader perspective on educational challenges. Increased visibility at international conferences could also help disseminate her research to a wider audience, fostering global discourse around STEM education.

Education

Asheena Singh-Pillay holds advanced degrees in education, with a particular emphasis on STEM disciplines. Her academic background equips her with the theoretical and practical knowledge necessary to address contemporary challenges in educational practices. She has been involved in numerous educational initiatives, contributing to her understanding of curriculum design and teacher training in South Africa.

Experience

With extensive experience in higher education, Asheena has collaborated on various research projects and has been involved in teacher training programs. She has worked closely with both pre-service and in-service teachers, focusing on innovative teaching strategies that promote critical thinking and problem-solving skills in STEM subjects.

Awards and Honors

Asheena has received recognition for her contributions to education, including accolades for her research on gender dynamics and curriculum development in STEM fields. Her work has been cited extensively, highlighting her impact on educational practices and policy discussions within South Africa and beyond.

Research Focus

Her research interests include the intersections of gender and education, professional development for educators, and the role of technology in teaching STEM subjects. She explores how educational policies and practices can be adapted to meet the needs of diverse learners, particularly in the context of the Fourth Industrial Revolution.

Publication Top Notes

  • The what, who and where of female students’ fear of sexual assault on a South African University campus 📚
  • Engineering graphics and design teachers’ understanding and teaching of assembly drawing 🛠️
  • Exploring mathematics teachers’ professional development: Embracing the Fourth Industrial Revolution 💡
  • “Hear our voices”: a collective arts-based self-study of early-career academics 🎨
  • Context Matters: Science, Technology and Mathematics Education Lecturers’ Reflections on Online Teaching 💻
  • Teachers’ Perceptions of Using the Blended Learning Approach for STEM-Related Subjects 📊
  • Life sciences teachers negotiating professional development agency in changing curriculum times 🌱
  • Tracing the policy mediation process in the implementation of a change in the Life Sciences curriculum 📜
  • Policy for prevention of sexual assault on campus: Higher education students’ perspectives 🚨
  • The views and experiences of Grade 10 life sciences teachers on the compulsory practical examination 🧪
  • Tapping into basic 7–9 science and technology teachers’ conceptions of indigenous knowledge 🌍
  • Reflections on differently abled students’ challenges with online learning amidst the COVID-19 pandemic 📖
  • An exploration of the interface between schools and industry in respect of the development of skills 🏭
  • Pre-service technology teachers’ experiences of project-based learning as pedagogy for education for sustainable development 🌱
  • Pedagogical capital strategies for civil technology skills-based activities 📐
  • The Enhancement of Pedagogical Capital by Civil Technology Teachers 📚
  • Perceptions of engineering lecturers and graduates on employability skills 🎓
  • Meeting the challenges first-year engineering graphic design pre-service teachers encounter ⚙️
  • Pre-Service Teachers’ Experience of Learning about Sustainability in Technology Education in South Africa 🌍
  • The 4IR and teacher education in South Africa: contemporary discourses and empirical evidence 📖

Conclusion

Asheena Singh-Pillay stands out as a leading researcher in STEM and gender education, making her a strong candidate for the Best Researcher Award. Her impactful research, commitment to addressing educational disparities, and focus on professional development in teaching make her contributions invaluable. By continuing to innovate and expand her research horizons, Singh-Pillay has the potential to influence educational practices significantly and inspire future generations of educators.