Publications

Journal Publication

Prof Phakeng
  1. Phakeng, M. and Moschkovich, J. (2013) Mathematics education and language diversity: a dialogue across settings. Journal for Research in Mathematics Education. June 2010, Volume 44, No. 1, Pages 119 – 128.
  2. Setati, M. and Moschkovich, J. (2011) Mathematics education and language diversity: a dialogue across settings. Journal for Research in Mathematics Education (Special issue on Equity).
  3. Setati, M; Chitera, N. and Essien, A. (2009). Research on multilingualism in mathematics education in South Africa: 2000 – 2007. In African Journal for Research in Mathematics, Science and Technology Education, 13(special issue), pp. 64 – 79.
  4. Planas, N and Setati, M. (2009) Bilingual students using their languages in the learning of mathematics. In Mathematics Education Research Journal, 21(3), pp. 36-59.
  5. Venkat, H.; Adler, J.; Rollnick, M.; Setati, M.; Elaosi Vhurumuku (2009). Mathematics and science education research, policy and practice in South Africa: What are the relationships? In African Journal for Research in Mathematics, Science and Technology Education, 13(special issue), pp. 5 – 27.
  6. Rollnick, M.; Adler, J. and Setati, M. (2009). The institutional location of research in Mathematics and Science Education in South Africa. In African Journal for Research in Mathematics, Science and Technology Education, 13(special issue), pp 114 – 129.
  7. Setati, M.; Molefe, T. and Langa, M. (2008). Using language as a transparent resource in the teaching and learning of mathematics in a Grade 11 multilingual classroom. Pythagoras, Number 67, June 2008, pp 14-25.
  8. Setati, M. (2008). Access to mathematics versus access to the language of power: the struggle in multilingual classsrooms. South African Journal of Education, 28(1), pp. 103 – 116.
  9. Barwell, R, Barton B. and Setati, M. (2007). Multilingual issues in mathematics education: introduction. Educational Studies in Mathematics, 64(2), pp. 113 – 119.
  10. Setati, M. and Barwell, R. (2006). Discursive practices in two multilingual mathematics classrooms: An international comparison. African Journal for Research in Mathematics, Science and Technology Education,10(2), pp 27-38.
  11. Essien, A. and Setati, M. (2006). Revisiting the Equal sign: Some Grade 8 and 9 learners’ interpretations. African Journal for Research in Mathematics, Science and Technology Education, 10(1), pp. 47 – 58.
  12. Setati, M. (2005). Teaching mathematics in a primary multilingual classroom. Journal for Research in Mathematics Education, 36(5), pp. 447 – 466.
  13. Barwell, R and Setati, M. (2005). Multilingualism in Mathematics Education; A conversation between the North and the South. For the Learning of Mathematics, 25(1), pp. 20 -23.
  14. Adler, J. and Setati, M. (2005). Mathematics as filter of equity – and ‘old’ story and a new telling.Perspectives in Education, 23(3), pp.149 – 154.
  15. Setati, M. (2005) Researching teaching and learning in school from “with” or “on” teachers to “with” and “on” teachers. Perspectives in Education, 23(1), pp. 91 – 102.
  16. Breen, C.; Vithal, R.; Mtetwa, D.; Setati, M. (2003). Joining and Re-Forming: Towards a strategy for optimising SAARMSTE influence in the broader mathematics education community.Pythagoras, 57, pp. 19 – 26.
  17. Setati, M. (2003). ‘Re’-presenting Qualitative Data from Multilingual Mathematics Classrooms.Zentralblatt für Ditaktik der Mathematik (ZDM), 35(6), pp. 294-300.
  18. Setati, M. (2002).Researching mathematics education and language in multilingual South Africa.The Mathematics Educator,12(2),pp. 6 –20.
  19. Setati, M.; Adler, J.; Reed, Y.; Bapoo, A. (2002). Incomplete Journeys: Code-switching and other language practices in mathematics, science and English language classrooms in South Africa.Language and Education, 16(2), pp. 128 – 149.
  20. Setati, M & Adler, J (2000). Between languages and discourses: Language practices in primary mathematics classrooms in South Africa. Educational Studies in Mathematics,43(3), pp. 243 – 269.
  21. Setati, M. (1998). Code-switching in a senior primary class of second language learners. For the Learning of Mathematics, 18(1), pp 34

Book Chapters

Prof Phakeng
  1. Setati, M. and Planas, N. (2012) Mathematics education across two different language contexts: a political perspective. In Brian Greer and Ole Skovesmose (Eds.) Critique and Politics of Mathematics Education.
  2. Setati, M. (2012) Mathematics in multilingual classrooms in South Africa: from understanding the problem to exploring possible solutions. In Beth Herbel-Eisenmann, Jeffrey Choppin, David Wagner (Eds.) Equity in Discourse for Mathematics Education: Theories, Practices and Policies. Springer.
  3. Setati, M. Mathematics in multilingual classrooms in South Africa: from understanding the problem to exploring possible solutions. In J. Choppin; B. Herbel-Eisenmann and D. Wagner (Eds.)Equity in Discourse for Mathematics Education.
  4. Setati, M. (2005) Mathematics education and language: policy, practice and research in multilingual South Africa. In Keitel, C., Adler, J. & Vithal, R. (Eds.). Mathematics Education Research in South Africa: Challenges and Possibilities. HSRC. Pretoria.
  5. Setati, M; Adler, J.; Reed, Y. and Bapoo, A. (2002) Code-switching and other language practices in mathematics, science and English language classrooms in South Africa. In Adler, J. & Reed, Y. (Eds.)Challenges of teacher Education: An Investigation of teacher take-up in South Africa. Van Schaik. Pretoria.Pp. 72 – 93
  6. Adler, J.; Reed, Y. Lelliott, T. and Setati, M. (2002). Availability and use of resources: a dual challenge for teacher education. In Adler, J. & Reed, Y. (Eds.) Challenges of teacher Education: An Investigation of teacher take-up in South Africa. Van Schaik. Pretoria. Pp. 53 – 71

Conferences

Prof Phakeng
  1. Phakeng, M. (2013) Mathematics education and language diversity: past, present and future. In N. Mpalami (Ed) Proceedings of the Fourth Regional Conference of the Africa chapter of the International Commission on Mathematical Instruction (AFRICME-2) held in Lesotho, 11th – 14th June 2013
  2. Setati, M. and Moschkovich, J. (2011) Mathematics education and language diversity: a dialogue across settings. Journal for Research in Mathematics Education (Special issue on Equity).
  3. Setati, M; Chitera, N. and Essien, A. (2009). Research on multilingualism in mathematics education in South Africa: 2000 – 2007. In African Journal for Research in Mathematics, Science and Technology Education, 13(special issue), pp. 64 – 79.
  4. Planas, N and Setati, M. (2009) Bilingual students using their languages in the learning of mathematics. In Mathematics Education Research Journal, 21(3), pp. 36-59.
  5. Venkat, H.; Adler, J.; Rollnick, M.; Setati, M.; Elaosi Vhurumuku (2009). Mathematics and science education research, policy and practice in South Africa: What are the relationships? In African Journal for Research in Mathematics, Science and Technology Education, 13(special issue), pp. 5 – 27.
  6. Rollnick, M.; Adler, J. and Setati, M. (2009). The institutional location of research in Mathematics and Science Education in South Africa. In African Journal for Research in Mathematics, Science and Technology Education, 13(special issue), pp 114 – 129.
  7. Setati, M.; Molefe, T. and Langa, M. (2008). Using language as a transparent resource in the teaching and learning of mathematics in a Grade 11 multilingual classroom. Pythagoras, Number 67, June 2008, pp 14-25.
  8. Setati, M. (2008). Access to mathematics versus access to the language of power: the struggle in multilingual classsrooms. South African Journal of Education, 28(1), pp. 103 – 116.
  9. Barwell, R, Barton B. and Setati, M. (2007). Multilingual issues in mathematics education: introduction. Educational Studies in Mathematics, 64(2), pp. 113 – 119.
  10. Setati, M. and Barwell, R. (2006). Discursive practices in two multilingual mathematics classrooms: An international comparison. African Journal for Research in Mathematics, Science and Technology Education,10(2), pp 27-38.
  11. Essien, A. and Setati, M. (2006). Revisiting the Equal sign: Some Grade 8 and 9 learners’ interpretations. African Journal for Research in Mathematics, Science and Technology Education, 10(1), pp. 47 – 58.
  12. Setati, M. (2005). Teaching mathematics in a primary multilingual classroom. Journal for Research in Mathematics Education, 36(5), pp. 447 – 466.
  13. Barwell, R and Setati, M. (2005). Multilingualism in Mathematics Education; A conversation between the North and the South. For the Learning of Mathematics, 25(1), pp. 20 -23.
  14. Adler, J. and Setati, M. (2005). Mathematics as filter of equity – and ‘old’ story and a new telling.Perspectives in Education, 23(3), pp.149 – 154.
  15. Setati, M. (2005) Researching teaching and learning in school from “with” or “on” teachers to “with” and “on” teachers. Perspectives in Education, 23(1), pp. 91 – 102.
  16. Breen, C.; Vithal, R.; Mtetwa, D.; Setati, M. (2003). Joining and Re-Forming: Towards a strategy for optimising SAARMSTE influence in the broader mathematics education community.Pythagoras, 57, pp. 19 – 26.
  17. Setati, M. (2003). ‘Re’-presenting Qualitative Data from Multilingual Mathematics Classrooms.Zentralblatt für Ditaktik der Mathematik (ZDM), 35(6), pp. 294-300.
  18. Setati, M. (2002).Researching mathematics education and language in multilingual South Africa.The Mathematics Educator,12(2),pp. 6 –20.
  19. Setati, M.; Adler, J.; Reed, Y.; Bapoo, A. (2002). Incomplete Journeys: Code-switching and other language practices in mathematics, science and English language classrooms in South Africa.Language and Education, 16(2), pp. 128 – 149.
  20. Setati, M & Adler, J (2000). Between languages and discourses: Language practices in primary mathematics classrooms in South Africa. Educational Studies in Mathematics,43(3), pp. 243 – 269.
  21. Setati, M. (1998). Code-switching in a senior primary class of second language learners. For the Learning of Mathematics, 18(1), pp 34

Media Publications

Prof Phakeng

 

  1. Setati, M; Adler, J. and Venkat, H. (2007). Long-term vision is necessary to achieve excellence in maths.The Star, 30 May 2007. Page 13.
  2. Setati, M. (2005). Mathematically speaking. Financial Mail, 17 June 2005. page 28.
  3. Setati, M. (2004). Mathematics cool in any language. City Press, 19 September 2004.
  4. Setati, M. (2004). Maths is easy: teaching it is hard. City Press, 5 September 2004. p 18
  5. Setati, M. (2003). Why the numbers don’t add up for schoolchildren. City Press, 2 November 2003.
  6. Setati, M. (2002). The beauty, fun and power of mathematics. City Press, 8 September 2002