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Staff Profile

Professor Hamsa Venkatakrishnan

QualificationsBSc, PGCE, MA, PhD
Phone 0117173742
Organisational Unit Mathematics Education

Primary maths teaching and learning; mathematics education curriculum and policy, and the ways in which these influence classroom practices

P rof Hamsa Venkat holds the position of SA Numeracy Chair at Wits – focused on a 5-year research and development project in primary mathematics. Her work in South Africa has been in the areas of Mathematical Literacy and Primary Mathematics teaching and learning. The Numeracy Chair project work involves research, and the development and trialing research-based interventions across ten government primary schools in one Gauteng district. The project runs from 2011-15. Prior to this, Hamsa was based in London for many years, working initially as a high school mathematics teacher in London comprehensive schools, before moving into teacher education at the Institute of Education and research in mathematics education at King’s College. She obtained her PhD at Kings College London and is the winner of the 2005 British Educational Research Association dissertation award for making the most significant doctoral contribution to research in education in 2004.

SCED 7021: Issues in Curriculum - Mathematics Education EDUC 4126: Mathematics and the young child

Venkatakrishnan,H. & Wiliam,D.
Tracking and mixed-ability grouping in secondary school mathematics classrooms: a case study.
ISBN: N/A, Journal: British Education Research Journal, Vol. 29, No. 2
- Year: 2003
Venkatakrishnan, H. & Graven, M.
Mathematical Literacy in South Africa and Functional Mathematics in England: A consideration of overlaps and contrasts,
ISBN: N/A, Journal: Pythagoras, 64, 14-28.
- Year: 2006
Venkat, H.
Mathematics and/or literacy: What is being sought .
ISBN: N/A, Journal: Pythagoras, 66, p76-84
- Year: 2007
Venkat, H. & Adler, J.
Expanding the foci of activity theory: Accessing the broader contexts and experiences of mathematics education reform
ISBN: N/A, Journal: Educational Review, 60(2), 127-140
- Year: 2008
Venkat, H. & Graven, M.
Opening up spaces for learning: Learners? perceptions of Mathematical Literacy in Grade 10.
ISBN: N/A, Journal: Education as Change, Vol.12, No.1, p 29-44
- Year: 2008
Venkat, H. & Brown, M.
Examining the implementation of the mathematics strand of the Key Stage 3 Strategy: What are the bases of evaluation British Educational Research Journal, Vol 35, No 1, p5-24
ISBN: N/A, Journal: British Educational Research Journal, Vol 35, No 1, p5-24
- Year: 2009
Venkat, H., Osman, R. & Booth, S.
Diversity in pre-service teachers’ understandings of research.
ISBN: N/A, Journal: Education as Change, 13(2), p245-261.
- Year: 2009
Venkat, H., Adler, J., Rollnick, M., Setati, M., & Vhurumuku, E
Mathematics and science education research, policy and practice in South Africa: what are the relationships?
ISBN: N/A, Journal: African Journal of Research in Mathematics, Science and Technology Education. p5-27.
- Year: 2009
Venkat, H., Bowie, L. & Graven, M.
Positions and purposes for contextualisation in mathematics education in South Africa
ISBN: N/A, Journal: AJRMSTE, p80-94
- Year: 2009
Mhlolo, M. & Venkat, H
Curriculum Coherence: An analysis of the National Curriculum Statement for Mathematics (NCSM) and the exemplar papers at Further Education and Training (FET) level in South Africa.
ISBN: N/A, Journal: AJRMSTE, 13(1), p33-49
- Year: 2009
Venkat, H., Graven, M., Lampen, E. & Nalube, P.
Critiquing the Mathematical Literacy Assessment Taxonomy: Where is the Reasoning and the Problem Solving?
ISBN: N/A, Journal: Pythagoras, 70, p43-56.
- Year: 2009
Venkat, H.
Exploring the nature and coherence of mathematical work in South African Mathematical Literacy classrooms
ISBN: N/A, Journal: Research in Mathematics Education, 12(1), pp 53-68.
- Year: 2010
Venkat, H. & Naidoo, D.
Analyzing coherence for conceptual learning in a Grade 2 numeracy lesson.
ISBN: N/A, Journal: Education as Change, 16(1), p21-33
- Year: 2012
Venkat, H. & Askew, M.
Mediating early number learning: Specialising across teacher talk and tools?
ISBN: N/A, Journal: Journal of Education, 57, p55-77
- Year: 2012
Osman, R. & Venkat, H. (Eds.)
Research-led teacher education
ISBN: N/A, Journal: Cape Town: Pearson
- Year: 2012
Naidoo, D. & Venkat, H.
Coherent discourse and early number teaching
ISBN: N/A, Journal: Journal of Education, 57, p55-77
- Year: 2013
Weitz, M. & Venkat, H.
Assessing early number learning: How useful is the Annual National Assessment in Numeracy?
ISBN: N/A, Journal: Perspectives in Education, 31(3), p49-65
- Year: 2013
Venkat, H.
Theorizing temporal range in early number teaching in South Africa
ISBN: N/A, Journal: For the Learning of Mathematics, 33(2), pp 31-37
- Year: 2013
Abdulhamid, L. & Venkat, H.
Research–led development of primary school teachers’ mathematical knowledge for teaching: A case study
ISBN: N/A, Journal: Education as Change. 18(S1), pS137-S150
- Year: 2014
Venkat, H., Rollnick, M., Loughran, J. and Askew, M. (Eds.)
Exploring mathematics and science teachers’ knowledge: Windows into teacher thinking
ISBN: N/A, Journal: Oxford: Routledge
- Year: 2014