Blending educational research with development
Blending educational research with development: An ethical imperative
3.00pm to 5.00pm
RSVP 29 March 2016 to email@example.com
Professor Mellony Graven holds the South African Numeracy Chair, an initiative funded by the FirstRand Foundation, Anglo American, Rand Merchant Bank, the Department of Science and Technology. The aim of the Chair project is to blend research with teacher, learner, and community development in local schools in order to search for sustainable solutions to the extreme challenges of primary mathematics education in South Africa. In this seminar Mellony will describe key research foci and also raise some tensions that emerge between locally responsive interventions and national systemic interventions, both working towards improved primary mathematics teaching and learning.
Professor Mellony Graven
Mellony Graven is a full Professor at Rhodes University and holds the South African Chair of Numeracy Education. Her current Chair research team includes 16 Masters, doctoral and post doctoral students. She is the past president of the Southern African Association of Mathematics Science and Technology Education (2012-2014), a member of the International Program Committee for International Congress on Mathematical Education (ICME) 2016 and the International Group for the Psychology of Mathematics Education (PME), and founding editor of the journal Learning and Teaching Mathematics. Mellony has served as one of four editors for the international Springer published book Mapping Quality and Equity in Mathematics Education and served as section editor for teacher education entries in the Springer reference Encyclopedia of Mathematics Education. She has served as editor of the special numeracy issue of the South African Journal of Childhood Education, published several journal papers in mathematics education and research-led education, including in leading international journals. Mellony's work focuses on the creation of a hub of mathematical activity, passion and innovation that blends teacher and learner numeracy development with research focused on searching for sustainable ways to meet the challenges of mathematics education.