Professor Percy Sepeng

Transcription

1 Professor Percy Sepeng Prof. Percy Sepeng holds a Doctor of Philosophy (PhD) in Mathematics Education and is a Director: School for Teacher Education and Training at the North-West University (Mafikeng Campus). Prior to joining NWU, he was employed by the University of South Africa as a Senior Lecturer in the Department of Mathematics Education, Unisa College of Education. He was also employed by the Wits School of Education as a Mathematics and Mathematical Literacy Education Lecturer and held a Mathematics and Language Research Thrust position in the Marang Centre for Mathematics, Science and Technology Education. He has previously held lecturing positions at Higher Education Institutions such as the Tshwane University of Technology, University of Johannesburg, and the Nelson Mandela Metropolitan University. He is also a Mathematician by earlier training, a Mathematics Consultant, a Teacher Educator and an Academic. Professor Sepeng has also taught in Secondary Schools for a period of 8 years as a Mathematics and Physical Science Teacher. He is currently an Independent Evaluator (Continuing Teacher Professional Development of Teachers in South Africa) and Researcher at the South African Council for Educators (SACE). Professor Sepeng has reviewed over 10 School and University Mathematics textbooks both locally and internationally. Professor Sepeng is currently involved in continuing professional development of Mathematics teachers as well as Subject Specialists (or Advisors) in 3 different provinces of South Africa. Professor Sepeng has been a Mathematics Consultant and Project Coordinator for various organisations such as The Mathematics Center for Professional Teachers, Sci-bono, JET and Mindset Network for over 10 years. He is currently serving as an independent Evaluator and a Mathematics Subject Specialist of Accreditation of Independent Schools at Umalusi until the year Professor Sepeng gained appropriate experience in both managing of Teacher Education (or Development) projects and assuming a role of leading a Mathematics and Language Research Thrust at the University of Witwatersrand. He has previously participated in coordinating teacher development project contract in Limpopo and Mpumalanga Provincial Department of Basic Education, where over 1000 teachers were trained in Mathematical Literacy over a period of 3 years. Professor Sepeng s current research interest lies in the enhancement of mathematical modelling and/or problem-solving through promoting argumentation and introducing discussion as the strategies in the teaching and learning of mathematics in multilingual classroom settings. He has published a book, over 15 articles in both local and international accredited journals, and presented over 20 articles in both local and international conferences in the past 5 years. He supervises both Masters and Doctoral students in the Department of Mathematics Education. Responsibilities Manages Teacher Education Programmes and Staff in the School for Teacher Education and Training, and supervises both Masters and Doctoral students in Mathematics Education and Teacher Education.

2 Community Engagement and Research Projects Mathematics Teacher Professional Development Project in Mahikeng (Project Leader: Prof Sepeng) Mathematics Continuous Teacher Professional Development in Polokwane and North West Provinces (Project Leader: Prof. Sepeng) FirstMath International Project. Mathematical literacy; Research Interests Mathematical modelling and problem-solving; Mathematics teacher professional development; Mathematical pedagogical and subject matter knowledge; Mathematics classroom practices; Language issues in the teaching and learning of mathematics in multilingual classrooms; and Mathematical knowledge for teaching. Highest Qualification PhD in Mathematics Education (Nelson Mandela Metropolitan University) Book Published Sepeng, P. (2011). Reality Based Reasoning in Mathematics Word Problem Solving. Germany: VDM (ISBN: ). Book Chapter Sepeng, P. (2014). Exploring Language, Meaning-making and Contexts in Mathematicsl Word Problem Solving. In A. White, S. Tahir & U. Cheah (Eds). Empowering the Future Generations through Mathematics Education (pp ). Penang, Malaysia: SAMEO RECSAM (ISBN: ). Peer-reviewed Scientific Journals (last 4 years) Sepeng, P. (In Press). Mathematics Teachers Perceptions about the Use of Language as a Resource in Multilingual Mathematics Classrooms. Sepeng, P. (2014). Mathematical reasoning and common-sense in word problemsolving. International Journal of Educational Sciences, 7(3): Sepeng, P. (2014). Use of common-sense knowledge and reality in mathematics word problem solving. African Journal of Research in Mathematics, Science and Technology Education, 18(1),

3 Sepeng, P., & Madzorera, A. (2014). Sources of difficulty in comprehending and solving mathematical word problems. International Journal of Educational Sciences, 6(2), Sepeng, P. (2014). Learners voices on the issues of language use in learning mathematics. International Journal of Educational Sciences, 6(2), Sepeng, P. (2013). Mathematics teachers conceptions of sense-making in word problem solving: A case of postgraduate students at a University of Technology. Mediterranean Journal of Social Sciences, 4(11), Sepeng, P. (2013). Use of unrealistic contexts and meaning in word problem solving: A case of Second Language Learners in Township Schools. International Journal of Research in Mathematics, 1(1), Sepeng, P (2013). Using concept cartoons and argumentative writing frames in mathematical word problem solving. Special Issue of Mediterranean Journal of Social Sciences, 4(11), Sepeng, P. (2013). Exploring Mathematics Classroom Practices in South African Multilingual Settings. Mediterranean Journal of Social Sciences, 4(6), Sepeng, P (2013). Issues of language and mathematics: contexts and sense-making in word problem-solving. Special Issue of Mediterranean Journal of Social Sciences, 4(13), Sepeng, P., & Sigola, S. (2013)). Making sense of errors made by learners in mathematical word problem solving. Special Issue of Mediterranean Journal of Social Sciences, 4(13), Makgakga, S.W., & Sepeng, P. (2013). Teaching and learning the mathematical exponential and logarithmic functions: A transformation approach. Special Issue of Mediterranean Journal of Social Sciences, 4(13), Sepeng, P. (2013). Making sense of situations and language choices in mathematical word problem solving: A case of grade 9 second language learners. Academic Journal of Interdisciplinary Studies, 2(3), Sepeng, P., & Webb, P. (2012). Exploring mathematical discussion in word problemsolving. Pythagoras, 33(1), 1-8. Sepeng, P. (2011). Triadic dialogue: An analysis of interactions in multilingual mathematics primary classrooms. US-China Education Review, 8(4), Refereed Papers in Conference Proceedings (last 4 years) Makgakga, S.W., & Sepeng, P. (2014). Teachers and learners perceptions about teacheroutsourcing as a complimentary strategy in Grade 12 Mathematics classrooms. In Proceedings of ISTE 2014 International Conference. Kruger National Park, South Africa: ISTE. Sepeng, P. (2014). Pedagogical perceptions of the roles of languages in the teaching and learning of mathematics: A case of four 9 th grade teachers. Proceedings of the 20 th National Congress of the Association for Mathematics Education of South Africa. Kimberly, South Africa: AMESA. Sepeng, P. (2014). Continuous Teacher Professional Development and Learners Mathematics Academic Achievement. In proceedings of 5 th Teacher Education at a Distance Conference. Kwamaritane Game Lodge, South Africa: UNISA

4 Sepeng, P (2013). Exploring issues of the use of language as a pedagogical tool in the learning of mathematics. In Proceedings of ISTE 2013 International Conference. Kruger National Park, South Africa: ISTE, pp Sepeng, P (2013). Using concept cartoons and argumentative writing frames in mathematical word problem solving. In Proceedings of the 3 rd International Conference on Human and Social Sciences. Rome, Italy: ICHSS. Sepeng, P (2013). Mathematics teachers conceptions of sense-making in word problem solving: A case of postgraduate students at a University of Technology. In Proceedings of the 3 rd International Conference on Human and Social Sciences. Rome, Italy: ICHSS. Sepeng, P. (2013). Mathematical word problems without real contexts and meaning. Proceedings of the 19 th National Congress of the Association for Mathematics Education of South Africa. Cape Town, South Africa: AMESA. Sepeng, P. (2013). Absence of Common Sense in Solving Real-Wor(l)d Problems Without Real Context. In Proceedings of the 4 th Africa Regional Congress of ICMI. Maseru, Lesotho: AFRICME Sepeng, P. (2013). Exploring unrealistic solutions to real wor(l)d problem solving. In Proceedings of the 21 st Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education. University of the Western Cape, Cape Town: SAARMSTE Sepeng, P. (2012). Solving real-life mathematical word problems without real meaning. In Proceedings of the 12 th International Congress on Mathematical education, (ICME), COEX, Seoul, South Korea, July 8-15, Mwambakana, J., Sepeng, P., & Omidire, F. (2012). Professional Development through a sustainable online-based teachers' network initiative in Mathematics Education. Teacher Education Conference. University of Pretoria, Pretoria: Department of Higher Education. Sepeng, P. (2011). Modelling and reality in word problem solving. In M. Setati, T. Nkambule & L. Goosen (Eds.). Proceedings of the ICMI Study Conference: Mathematics and Language diversity, pp Sào Paulo, Brazil: ICMI. Sepeng, P. (2011). Realistic considerations in word problem solving. In H. Venkat & A. A. Essien (Eds.). Proceedings of the 17 th National Congress of the Association for Mathematics Education of South Africa, pp Johannesburg, South Africa: AMESA. Papers Presented as a Visiting Scholar Sepeng, P. (2010). Teaching and learning mathematics in South African multilingual classrooms. Paper presented for postgraduate students at the Carl von Ossietzky Universität Oldenburg. Oldenburg: Germany. Sepeng, P. (2010). Sense-making in word problem solving. Paper presented for mathematics teachers at the Oldenburg schools. Oldenburg: Germany. Sepeng, P. (2012). Mathematical modelling and word problem-solving. Paper presented for mathematics teachers at the Oldenburg schools. Oldenburg: Germany. Sepeng, P. (2012). Discussion and argumentation techniques in the teaching and learning of mathematics. Paper presented for postgraduate students at the Carl von Ossietzky Universität Oldenburg. Oldenburg: Germany.

5 Keynote Addresses Sepeng, P. (2013). Planning beyond Grade 12. Paper presented for Grade 12 learners at the Thethe High School. Luka: Rustenburg. Sepeng, P. (2014). The roles of both home language and language of learning and teaching in multilingual mathematics classrooms. Paper presented at the North-West Provincial AMESA Congress. Wolmaransdal: North West. Sepeng, P. (2014). Mathematics teachers perceptions of roles of languages in multilingual mathematics classrooms. Paper presented at the Tshwane Regional AMESA Congress. Attredgeville: Pretoria.