CURRICULUM VITAE. NOSISI N FEZA 1 (PhD) 1 Previous name, Feza-Piyose.

Transcription

1 CURRICULUM VITAE NOSISI N FEZA 1 (PhD) 1 Previous name, Feza-Piyose.

2 PERSONAL DATA Professional Title Doctor Surname Feza First Names Nosisi Nellie Nationality South African Home Address 23 Nutmeg, Granite Cres/Chert Place, Stoneridge Centurion 0157 Work Address 134 Pretorius Street Room 1228, Pretoria, South Africa Telephone Numbers (W); Mobile Phone: PROFESSIONAL QUALIFICATIONS Name of Institution Qualification Year Obtained Cambridge University Advance Diploma in Mathematics Education 1998 South African College of Teacher Diploma in Education 1999 Education Rhodes University Further Diploma in Education (Mathematics) 2000 University of Port Elizabeth Bachelor of Education 2001 University of Port Elizabeth Bachelor of Education Honours 2002 ACADEMIC QUALIFICATIONS Name of Institution Qualification Year Obtained State University of New York Doctor of Philosophy 2009 Nelson Mandela Metropolitan University Master in Education 2005 WORK EXPERIENCE Organisation Position Responsibilities Duration Human Sciences Post-doctoral Conduct research and write reports Date Research Council fellow at Senior Research Specialist level Disseminate research, publish University of Research Conduct research on Early Childhood Northern Iowa Fellow development with mathematics as a focus Develop mathematics curriculum for Early childhood Teach Masters students mathematics education module State University of New York at Research assistant & Conduct research on Early Childhood mathematics Buffalo teaching assistant Teach mathematics education to Masters students 2

3 Disseminate research & publish Organisation Position Responsibilities Duration Nelson Mandela Metropolitan University Lecturer Mentor & teach under/graduate students in mathematics education, Facilitate mathematics curriculum for the Department of Education Conduct research Co-Operative Organization for the Upgrading of Numeracy Training (COUNT Lindela Comprehensive school Rural Mathematics Education coordinator Train rural teachers different approaches in teaching mathematics. Training Family math facilitators Educator Teach mathematics and science Co-ordinate Family Math program in rural schools Support teachers in developing materials and teaching mathematics. Train Mathematics Education Specialists from the Department of Education Family Math. Conduct Family Math workshops for parents Palmietfontein Farm School Educator Teach primary school CURRENT EMPIRICAL RESEARCH PROJECTS INVOLVED Trends in International Mathematics and Science Study (TIMMS) (DBE Funded) Tracking evaluation study of the Adopted Dinaledi Schools (DST Funded) Conducting evaluation on the TECH4RED crowding in of technologies project in Cofimvaba (DST Funded) Conducting mathematics learning support to Cofimvaba teachers using IKS as the tool for teaching and learning (NRF funded) Conducting a 20 year review of the wellbeing of the child for the Nelson Mandela Children s Fund (NMCF funded) PREVIOUS - COMPLETED RESEARCH PROJECTS (selected) Project Title The provision of education at the reception year for the past twenty years The Challenges for improvement: Early Childhood Development in Grade R Presidency Donor Performance Auditing (AGSA) Mathematics Teachers for the 21 st century National Research Foundation US ECD diagnostic Review The Presidency Practitioners views on how young children learn HSRC funded baseline study mathematics UKZN/SUNY at Buffalo Training female teachers for USAid FET mathematics in South Africa 3

4 Hypothetical Learning Trajectory for Measurement concepts: A Multidisciplinary Study JET Uitenhage Evaluation project Creating Learning Community: Implications of Social Constructive Theory on Teaching and Learning Mathematics National Science Foundation US JET FULBRIGHT ACADEMIC AND PROFESSIONAL INVOLVEMENT Organisation Responsibility/ Role Duration Negroe Journal of Education Reviewer 2009 Date Journal of Research in Mathematics Reviewer Date Education Association for Mathematics Member 2002 Date Education of South Africa National Council of Teachers of Member Date Mathematics America Educational Research Member 2007 Date Association National Association for the Member Date Education of Young Children International Congress on Member Date Mathematical Education International Congress for Qualitative Member Date Inquiry Zenex Foundation Research advisor NON-DEGREE PROGRAMMES AND COURSES COMPLETED Organisation Details of Programme Duration Nelson Mandela Metropolitan Assessor certificate for Mathematics Teacher Semester, 2005 University Education Eastern Cape Province Facilitator in Mathematics Education A year, 2000 Department of Education Certificate University of Port Elizabeth Project Management Certificate 3 months, 1997 University of Port Elizabeth Self-Development Certificate 3 months, 1996 University of California, St Family Math Certificate 3 weeks, 1995 Lawrence Hall of Science, Berkeley CA, USA University of Cambridge Primary Mathematics Education Certificate 3 months, 1995 Leeds University Primary Mathematics Certificate 6 months, 1992 ACADEMIC & RESEARCH/FUNDING AWARDS AND FUNDERS Award Duration Value Presidency funded, The provision of education at the reception year for 2013 R? the past twenty years AGSA funded, The Challenges for improvement: Early Childhood 2013 R Development in Grade R Emerging Diversity Scholar, Michigan State University 2009 Recipient of the Inaugural Leroy and Margaret H. Callahan promising 2008 researcher Fulbright scholar for PhD studies

5 Recipient of Leeds Bursar from the British Commonwealth 1992 Production of Status of the Child Report Nelson Mandela Children s Fund 2013 R Perspective CONFERENCE PAPERS PRESENTED 1. Reddy, V., Winnaar, L., Visser, M., Feza-Piyose, N., Arends, F., Prinsloo, C.H., Mthethwa, M.N.M., Juan, A. & Rogers, S. (2013) Highlights from TIMSS 2011: South Africa. (Paper presented at the Department of Basic Education, Extended HEDCOM Meeting, 22 January). 2. Feza, N. (2012). Early Childhood (0-4yrs) practitioners views on how children learn mathematics. The 12 th International Congress on Mathematical Education July 2012, Coex, Seoul, Korea, 8-12 July. 3. Feza, N. (2012, June). Overview on differentiated learning. Zenex Foundation Workshop on Differentiated Learning. Gateway Hotel, Umhlanga KwaZulu-Natal, 06 June. 4. Feza, N. (2012, September). Differentiated instruction in the South African context using language as a cultural capital. Zenex foundation Workshop on Action research. Umhlanga KwaZulu-Natal, 08 September. 5. Feza, N. (2012, April). Diversity in the Mathematics Classroom: A Reflective discussion. ISASA Academic Workshop. St Alban s College Pretoria, South Africa, 21 April. 6. Feza, N. (2012, April 23). Can we afford to wait any longer? South African young children in pre-school are ready to learn mathematics. NRF AF, South Africa-Finland Workshop. Protea Hotel The Rench Polokwane, Limpopo South Africa, April. 7. Feza-Piyose, N. (2011, May). Title: How Strong is the Foundation Phase? A case study of 5 fifth grade students in an ex-model C school of South Africa. 7 th International Conference of Qualitative Inquiry. Urbana Champaigne, Illinois, May. 8. Feza-Piyose, N. (2011, July). What should be which is not: Case study of African students mathematics experiences in an ex-model C school. AMESA conference July 2011, Witwatersrand University July. 9. Feza-Piyose, N. (2011, September).Building on using the strengths of mathematics teacher education in South Africa HSRC Social Science Research Conference, Birchwood Conference Centre, Boksburg, 7-8 September. 10. Feza-Piyose, N. (2009). Hypothetical Learning Trajectory for Length: A Multidisciplinary Study, AERA Annual Meeting, San Diego, CA, April. 11. Feza-Piyose, N. (2009). Hypothetical Learning Trajectory for Length: A Multidisciplinary Study, NARST Annual International Conference of National Association for Research in Science Teaching, Garden Grove, CA, April. (Poster presentation) 12. Feza, N. (2006). Use of Van Hiele levels in understanding learners thinking in geometry. SAARMSTE 14 th conference, South Africa. University of Pretoria. 13. Feza, N. (2004). Learner s understanding of geometry. ICME conference, Denmark Technology University Denmark, (Poster presentation) 14. Feza, N. (2000). Using verifiable indicators within an Outcomes Based Framework to evaluate INSET. SAARMSE 6 th conference, South Africa. University of Port Elizabeth. 15. Feza, N. (1999). The Teacher as a learner: Teacher Responses to an Inservice Cource in Science and Mathematics. SAARMSE 7 th conference, Harare, Zimbabwe. 16. Feza, N. (1999). Truths and Half truths, Teachers and Pupils Understandings of Fractions Evaluation of the Impulanga Primary schools initiative (MPSI). SAARMSE 7 th conference, Harare, Zimbabwe. 17. Feza, N. (1998). Family math: Engaging parents and facilitators. RUMEP conference, Rhodes University, South Africa. 18. Feza, N. (1997). Co-operative learning in mathematics classroom. AMESA National conference, Center for Inservice Education, Port Elizabeth, South Africa. (workshop) 19. Feza, N. (1996). Teaching angles. PMP national conference, Port Elizabeth, South Africa. (workshop) 20. Feza, N. (1993). INSET in rural schools. AMESA National conference, Johannesburg, South Africa. 5

6 PUBLICATIONS Feza, N. (2013). Inequities and lack of professionalization of early childhood development practice hinder opportunities for mathematics stimulation and realisation of South African policy on quality education for all, International Journal of Inclusive Education, DOI1080/ Feza, N., & Diko, N. (2013). Building on using the strengths of mathematics teacher education in South Africa, Global Research Journal on Mathematics and Science Education, 2(1), Feza, N. (2013). Area Model Mediating Learning of Area Measurement: A case study of African American students, International Journal of Modern Engineering Research,3(3), Feza, N. (2013). Walking the talk in training future mathematics teachers has potential for benefits, International Journal of Computational Engineering Research, 3(5), Feza, N. (2013). Looking beyond the Gap of African American students performance: States Test and Text book driven curriculum unskill mathematics teachers. International Journal of Research and Reviews in Applied Sciences,14(1), Feza, N., Reddy, V. & Prinsloo, C. (2012) South Africa. In <i> TIMSS 2011 Encyclopedia: education policy and curriculum in mathematics and science. Vol. 2:L-Z</i>. Chestnut Hill: TIMSS & PIRLS International Study Center, Reddy, V., Winnaar, L., Visser, M., Feza-Piyose, N., Arends, F., Prinsloo, C.H., Mthethwa, M., Juan, A. & Rogers, S. (2013). Highlights from TIMSS 2011 South Africa. Feza, N. (2012a). Can we afford to wait any longer? Young children in pre-school are ready to learn mathematics. South African Journal of Childhood Education, 2(2), Feza-Piyose, N. (2012b). Language a cultural capital for conceptualizing mathematics knowledge.international Electronic Journal of Mathematics Education, 7(2), Feza, N. (2012c). Early childhood (0-4yrs) practitioners views on how children learn mathematics. Journal of Modern Review of Education, 2(5), Feza, N. (2012d). My culture my learning capital my tool for thought. N Tutelea (Ed). LAP LAMBERT Academic Publishing, Germany. Richter, L., Biersteker, L., Burns, J., Desmond, C., Feza, N., Harrison, D., Martin, P., Saloojee, H. & Slemming, W. (2012) Diagnostic review of early childhood development. (Commissioned by the Presidency, March). Carignan, N., Feza, N., & Pourdavood, R.G. (2008). Cultural diversity, Teaching Mathematics and Ethnic Connections : South African and American Schools Experiences. In Marie Mc Andrew (Ed), Rapports ethniques et education : perspectives nationales et internationales, Feza, N. & Webb, P. (2006). Learners understandings of geometry. Proceedings of SAARMSTE 14 th Annual meeting. University of Pretoria, South Africa. Pourdavood, R.G., N. Carignan, N. Feza, N. & L. King (2006). Transformative Learning Community: A Case Study of two township schools. The International Journal of Learning, vol. 12, no. 7, p Carignan, N., R.G. Pourdavood, L.C. King & N. Feza, (2005). Social Representations of Diversity: Multi/Intercultural Education in a South African Urban School, Intercultural Education (c-eji), Vol. 16 n 4, Oct., p Feza, N. & Webb, P. (2005). Assessment standards, Van Hiele levels, and grade seven learners understanding of geometry. Pythagoras 62,

7 PERSONAL ATTRIBUTES AND STRENGTHS Outstanding mathematics educator Dynamic passionate researcher Ambitious and goal driven Hard worker willingly taking extra mile and risks to achieve goals Strive better under pressure Team player and initiator Enjoy leading and taking juniors under the arm for growth Believe in people s strengths than their weaknesses REFERENCES Name and Title Prof Hugh Glover Dr. George Frempong Dr. Cas Prinsloo Contacts Associate Professor, Mathematics Education Summerstrand Campus (South) Room (office) (fax) [email protected] African Fellow, Human Sciences Research Council 134 Pretorius Street 12 th floor Pretoria (office) (fax) [email protected] Chief Research Specialist Human Sciences Research Council 134 Pretorius Street Room 1346 Pretoria (office) (fax) [email protected] 7