| Karin Brodie (SA) is an Associate Professor in the School of Education at Wits. Her research is in mathematics classroom interactions and the ways in which teachers can support quality mathematical thinking among students. She is currently principal investigator of the Data Informed Practice Improvement Project (DIPIP), a teacher development project which works to develop professional learning communities. In these communities, teachers investigate their learners' errors and then decide together what they need to learn in order to address common learner errors. She has recently published a book: Teaching mathematical reasoning in secondary schools. In her plenary address, Karin will lead a presentation focused on sharing the workings of DIPIP teacher development sessions. | | |
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Gugu Moche (SA) is currently the Director for the School of Science at the University of South Africa. She completed undergraduate and postgraduate degrees in Mathematics and Computer Science in the United States. Her PhD in Mathematics was obtained from Howard University in Washington DC Her research focus is in the area of compactification, in particular the Stone-Cech compactification, and she has published in this area. Dr Moche takes a keen interest in supporting FET students through Matric-level mathematics. Her plenary talk is entitled "Why Calculus Matters". |
| Stephen Sproule (USA) has been a part of many curriculum committees working on the national mathematics curricula over the past seven year. He worked on the early grade 9 CTAs, and the Mathematics and Advanced Programme Mathematics curricula. He led the mathematics department at St John's College for 10 years. He has recently taken a position as Mathematics Master Teacher in the UTeaChattanooga teacher education programme at the University of Tennessee-Chattanooga. Stephen is crazy about mathematics, about teaching mathematics and about watching eyes light up with mathematical excitement. In his plenary session, Stephen will present a session on the range of careers that are opened up through the study of mathematics. |  | |
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Marlene Sasman (SA) is the Provincial Coordinator for Dinaledi Schools and Mathematics, Science & Technology (MST) strategy in the Western Cape. She was the Convenor of the National Curriculum Statement (NCS) Writing Team and has also been serving as a member of the Mathematics Curriculum and Assessment Policy Statement (CAPS) writing team. She was the Convenor of the National Senior Certificate Mathematics Examining Panel and is currently the National Mathematics Internal Moderator for Grade 12 Examinations. At this conference, she shares valuable insights gained out of her work on analysis of assessment and identification of cognitive obstacles in delivering the curriculum. | |