Research

The South African Numeracy Chair Project at Rhodes University has published extensively on Maths Clubs. Including, among others:

 

• Stott, D., & Baart, N. (2018). Visualising grade 6 after-school mathematics club learners shifting mathematical proficiency along a spectrum of progression. In L. Webb (Ed.), Proceedings of the 26th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) (pp. 195–199). Gaborone, Botswana: SAARMSTE. Stott & Baart SAARMSTE 2018 – SP
• Stott, D., & Vale, P. (2017). Stott & Vale Developing Spatial Reasoning in Foundation and Intermediate Phase Learners. Learning and Teaching Mathematics, 23(December), 6–11.
• Stott, D. (2017). Interactive gesturing: Deepening understanding of mathematical activity with young learners in a South African context. In J. Novotná & H. Moraová (Eds.), 14th International Symposium Elementary Maths Teaching: Equity and diversity in elementary mathematics education (pp. 393–403). Prague: SEMT. Stott – 2017 – Interactive gesturing Deepening understanding of mathematical activity with young learners in a South African context
• Stott, D., Graven, M., Baart, N., Hebe, G., & Mofu, Z. (2017). After school maths clubs: Investigating learner progression in an expanding intervention model. In Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa (pp. 313–324). Port Elizabeth: AMESA.
  Stott et al AMESA 2017 LP presentation
  Stott et al AMESA 2017 long paper
• Stott, D. (2017). Plenary paper: Progressive progress and profiling: Progression spectra for teachers. In T. Penlington & C. Chikiwa (Eds.), Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa (pp. 38–45). Port Elizabeth: AMESA.
  Stott AMESA 2017 plenary presentation
  Stott AMESA 2017 plenary paper
• Stott, D. (2017). Workshop: Progressive development and profiling: Progression spectra for mathematics teachers. In T. Penlington & C. Chikiwa (Eds.), Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa. Port Elizabeth: AMESA.
  Stott AMESA 2017 workshop presentation
• Stott, D. (2017). Developing number sense in Foundation and Intermediate Phase learners. Learning and Teaching Mathematics, 22, 15–19.
• Stott, D. (2017). Researching the nature of early numeracy progression in after school clubs. In M. Graven & H. Venkat (Eds.), Improving Primary Mathematics Education, Teaching and Learning Research for Development in Resource-Constrained Contexts (pp. 45–60). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/978-1-137-52980-0_4
• Stott, D., Mofu, Z. A., & Ndongeni, S. (2017). Chapter 5: Adapting aspects of the mathematics recovery programme for use in various South African contexts. In M. Graven & H. Venkat (Eds.), Improving Primary Mathematics Education, Teaching and Learning Research for Development in Resource-Constrained Contexts. (pp. 61-78). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/978-1-137-52980-0_4
• Stott, D. (2016). Stott – 2016 – Using arrays for multiplication in the Intermediate Phase. Learning and Teaching Mathematics, (21), 6–10.
• Stott, D. (2016). Using arrays for conceptual understanding of multiplication and division. Learning and Teaching Mathematics, (20), 3–6. doi:10.1017/CBO9781107415324.004
• Stott, D., Maritz, A., & Williams, S. (2016). Family maths events in Grahamstown after-school programmes – A community approach. In S. A. Paphits & D. Hornby (Eds.), Rhodes University Community Engaged Learning Symposium (pp. 55–56). Grahamstown, South Africa: Rhodes University. DOI: 10.13140/RG.2.1.4451.9284‌
• Stott, D. (2016). Making sense of the ZPD: An organising framework for mathematics education research. African Journal of Research in Mathematics, Science and Technology Education, 20(1), 25–34. doi:10.1080/10288457.2016.1148950
• Stott – 2016 – Five years on learning programme design for primary after-school maths clubs in South Africa. In W. Mwakapenda, T. Sedumedi, & M. Makgato (Eds.), PROCEEDINGS OF THE 24TH ANNUAL CONFERENCE OF THE SOUTHERN AFRICAN ASSOCIATION FOR RESEARCH IN MATHEMATICS, SCIENCE AND TECHNOLOGY EDUCATION (SAARMSTE) 2016 (pp. 250–260). Pretoria, South Africa: Tshwane University of Technology.
• Stott, D. (2015). Using fluency activities in after school maths clubs to enhance learner performance in the primary grades. Journal of Educational Studies: Special Issue on Breaking Barriers Hindering Learner Performance, (Special Issue), 181–202.
• Graven, Stott – 2015 – Families enjoying Maths together-organising a family Maths event Learning and Teaching Mathematics, 19, 3–6.
• Stott, D., & Graven, M. (2015). Adapting number talks to foreground mathematical progression in South African classrooms. In J. Novotná & H. Moraová (Eds.), Developing mathematical language and reasoning – International Symposium Elementary Maths Teaching (pp. 311–321). Prague: Charles University, Faculty of Education, Prague. Presentation: SEMT 2015-Stott & Graven Number Talks presentation
• Graven, M., Stott, D., Mofu, Z. A., & Ndongeni, S. (2015). Identifying stages of numeracy proficiency to enable remediation of foundational knowledge using the Learning Framework in Number. In D. Huillet (Ed.), 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE): Mathematics, Science and Technology Education for Empowerment and Equity (pp. 69–83). Maputo, Mozambique: SAARMSTE.
  SAARMSTE LFIN Presentation 2015
• Stott, D. (2015). Confronting, navigating and resolving research tensions. In D. Huillet (Ed.), 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE): Mathematics, Science and Technology Education for Empowerment and Equity (pp. 211–221). Maputo, Mozambique: SAARMSTE.
  SAARMSTE Research tensions presentation 2015