Jaya Naidoo

Jaya Naidoo

Jayaluxmi Naidoo

Degrees Held

  • Higher Education Diploma: SCE
  • Further Diploma in Remedial Education: RAU
  • B.Ed. Honours (Mathematics and Science Education): UKZN
  • Masters of Philosophy (Mathematics Education): UK
  • PhD (Mathematics Education): UKZN

Experience

  • Currently Associate Professor of Mathematics Education at the University of KwaZulu-Natal, South Africa.
  • Academic Leader: Postgraduate Certificate in Education (PGCE) (2020-2022)
  • Academic Leader: Bachelor of Education Honours and Postgraduate Certificate in Education (2017-2019)
  • Capacity Building Representative for AMESA (Association for Mathematics Education of SA) on SANCIMU (South African committee of the International Mathematics Union).
  • UMALUSI external moderator/verifier for FET mathematics (2013 – 2019).
  • Mathematics and Physical science Teacher for KZN Department of Education: 1995- 2001.
  • Mathematics Teacher: UK (2001-2003).

Awards

  • NRF C3 Rated researcher: 2019
  • Top 10 most published female researcher: CHUM 2018
  • Top 30 most published researcher: CHUM 2018
  • NRF Thuthuka Grant: 2018-2020
  • Teaching Excellence Award: 2016
  • Best Teaching Team Award: 2016
  • NRF Travel Grant 2016
  • Competitive Research Grant (UTLO): 2013 – 2016
  • Emerging Researcher award 2013

Research Interests

  • Visualization in mathematics, use of technology within mathematics teaching, issues of social justice and mathematics education and teacher training and development.

Teaching Interests

  • Research in Mathematics Education
  • Technology-based pedagogy in STEM related disciplines
  • Pedagogic strategies: Mathematics Education
  • Issues in Mathematics Education
  • Teaching of geometry
  • Curriculum and Assessment in Mathematics
  • Issues of Gender and Mathematics
  • Primary Mathematics Education
  • Mathematics Method

Graduated Students

Supervision

Reviewer for Journals

  • The African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE).
  • Alternation (UKZN)
  • Pythagoras.
  • Perspectives in Education (PIE).
  • South African Journal of Education (SAJE).
  • Eurasia Journal of Mathematics, Science and Technology Education (EJMSTE)

Community Involvement

  • Advisory board member of The International Society for Academic Researchers (ISfAR).
  • Advisory board member of The International Education Conference, Kotdwar, India.
  • Presented a keynote lecture at the International Education Conference in India in 2020.
  • Presented a keynote lecture at the AMESA (Association for Mathematics Education of SA) national conference in July 2019.
  • Presented a keynote lecture at the South African Mathematics Society Conference (SAMS) in November 2015.
  • Academic coordinator for the AMESA (Association for Mathematics Education of SA) 2019 National conference.
  • Capacity Building Representative for AMESA (Association for Mathematics Education of SA) on SANCIMU (South African committee of the International Mathematics Union).
  • Organizer for the AMESA (Association for Mathematics Education of SA) 2011 KZN conference.
  • Coordinated visits of both international and national guest speakers for UKZN.
  • UMALUSI external moderator/verifier for FET mathematics (2013 – 2019).
  • Editor for the UKZN Teaching and Learning in Higher Education (TLHE) conference proceedings (2014-2016).
  • External panel member for the review of the University of Zululand’s (UNIZULU) Mathematics, Science and Technology Education (MSTE) Department in 2012.
  • Worked with the National Department of Basic Education (DBE) on a project which entails improving the development of Further Education and Training (FET) teachers and Foundation Phase (FP) teachers through the use of diagnostics tools developed for teachers (2013-2015).

Selected (2014 - 2020)

Publications

  • Naidoo, J., & Kapofu, W. (2020). Exploring female learners’ perceptions of learning geometry in mathematics. South African Journal of Education, 40 (1), 1-11. http://www.sajournalofeducation.co.za
  • Naidoo, J., & Govender, R. G. (2019). Exploring in-service and pre-service teachers’ perceptions of integrating technology-based tools when teaching circle geometry. The International Journal of Science, Mathematics and Technology Learning, 26(2), 1-24. https://doi.org/10.18848/2327-7971/CGP/v26i02/29-49
  • Naidoo, J., & Likwambe, B. (2018). Exploring the nature of dialogue within South African pre-service teachers’ Calculus lecture rooms. African Journal of Research in Mathematics, Science and Technology Education, 1-13. doi:10.1080/18117295.2018.1533612
  • Naidoo, J., & Mkhabela, N. (2017). Teaching data handling in foundation phase: Teachers’ experiences. Research in Education, 97(1), 1-17.
  • Naidoo, J. (2017). Exploring South African pre-service teachers’ perceptions, knowledge and implementation of mathematics pedagogic strategies. Ponte: Journal of Sciences and Research, 73(5), 324 – 341.
  • Naidoo, J., & Mbokazi, N.T. (2017). Exploring Grade 11 learners’ perceptions of the use of the Geometer Sketchpad programme when learning proofs in Euclidean Geometry. A case study of a South Africa school. Ponte: Journal of Sciences and Research, 73(8), 106-119.
  • Naidoo, J., & Kopung, K. J. (2016). Exploring the use of WhatsApp in mathematics learning: A case study. Journal of Communication, 7(2), 266-273.
  • Naidoo, J. (2016). Language matters! Exploring Promise’s use of pedagogic strategies in her mathematics classroom. Language Matters: Studies in the Languages of Africa, 47(3), 372-392.
  • Naidoo, J. (2015). Pedagogic strategies: Using empowerment theory to confront issues of language and race within mathematics education. Power and Education, 7(2), 224-238.
  • Mudaly, V., & Naidoo, J. (2015). The concrete-representational-abstract sequence of instruction in mathematics classrooms. Perspectives in Education, 33(1), 45-60. 50% contribution.
  • Naidoo, J., & Paideya, V. (2015). Exploring the possibility of introducing Supplemental Instruction at secondary school level. South African Journal of Education, 35(2), 1-10. 50% contribution.
  • Naidoo, J. (2015). Exploring some teaching strategies that overcome challenges created by the language of instruction within multilingual mathematics classrooms. International Journal of Educational Sciences, 10(2), 182-191.
  • Naidoo, J. (2014). Responsive and Innovative Pedagogies: Exploring Postgraduate Students’ Insights into the Use of Technology in Mathematics Teaching. Alternation, 12(1), 99 – 123.
  • Naidoo, J., & Govender, R. J. (2014). Exploring the use of a dynamic online software programme in the teaching and learning of trigonometric graphs. Pythagoras, 35(2), 1-12.
  • Naidoo, J. (2012). Teacher reflection: The use of visual tools in mathematics classrooms. Pythagoras, 33(1), 1 – 9.
  • Bansilal, S., & Naidoo, J. (2012). Learners engaging with transformation geometry. South African Journal of Education, 32(1), 26 – 39. 50% contribution.
  • Naidoo, J. (2017). Exploring teaching methods for diverse educational milieux. In L. Ramrathan, L. le Grange, & P. Higgs (Eds.), Education Studies for initial teacher development (pp. 56-64). Lansdowne, Cape Town: South Africa: Juta.
  • Naidoo, J. (2020). Integrating technology-based teaching methodologies within Higher Education: Embracing the Fourth Industrial Revolution. Plenary paper to be presented at the International Education Conference, 14-15 March 2020, Kotdwar, India.
  • Naidoo, J. (2019). Exploring the role of the mathematics educator within the Fourth Industrial. Plenary paper presented at the 25th Association For Mathematics Education Of South Africa Conference (AMESA 2019), 1-5 July 2019, University of KwaZulu-Natal, South Africa.
  • Naidoo, J. (2015). Empowering the nation: Exploring the relationship between power, race, language and mathematics. Plenary paper presented at the 58th Annual Congress of the South African Mathematical Society (SAMS 2015), 4-6 November 2015, University of the Witwatersrand, Johannesburg, South Africa.
  • Naidoo, J. (2018). Exploring mathematics teacher educators’ pedagogical practices: A case study of one university in KwaZulu-Natal. Paper presented Education Association of South Africa (EASA), 14-17 January 2018, Elangeni Hotel, Durban, South Africa.
  • Singh-Pillay, A. & Naidoo, J. (2017). Debunking the myth: Academic help seeking behaviour of male undergraduate students. Paper presented at the 11th Annual Teaching & Learning Conference (TLHEC), Elangeni Hotel, Durban, South Africa.
  • Naidoo, J. (2016). Including aspects of Indigenous Knowledge to transform mathematics education in South Africa. Paper presented at the 10th Annual Teaching & Learning Conference (TLHEC), Elangeni Hotel, Durban, South Africa.
  • Naidoo, J., & Singh-Pillay, A. (2016). Exploring male undergraduate students’ perception of the support provided at one university in KwaZulu-Natal, South Africa. Paper presented at the 4 th Academic Monitoring and Support  Research Colloquium. Howard Campus, University of KwaZulu-Natal, Durban, South Africa.
  • Naidoo, J. (2014a). Exploring the use of Activity Theory as a framework for the teaching and learning of mathematics. Paper presented at the Twentieth National Congress of the Association for Mathematics Education of South Africa (AMESA), 7-11 July 2014, Diamantveld High School, Kimberly, South Africa.
  • Naidoo, J. (2014b). Postgraduate students’ notions of instructional strategies for the teaching and learning of mathematics. Paper presented at the Twentieth South African Education Research Association (SAERA), Southern Sun Elangeni Hotel, Durban, South Africa.
  • Naidoo, J. (2014c). Exploring the use of technology in mathematics teaching within Higher Education. UTLO. 8th Annual Teaching & Learning Conference 2014. UKZN.
  • Naidoo, J. (2013a). The teaching and learning of mathematics using innovative strategies. Paper presented at the Provincial Congress of the Association for Mathematics Education of South Africa (AMESA), University of KwaZulu – Natal, Durban.
  • Naidoo, J. (2013b). Exploring pre-service teachers’ knowledge of instructional strategies for mathematics teaching and learning: A focus on Postgraduate Certificate in Education students. Conference for the Psychology of Mathematics Education. PME. Kiel. Germany.
  • Naidoo, J. (2013c). Exploring pre-service teachers’ knowledge of instructional tools for mathematics. UTLO. 7th Annual Teaching & Learning Conference 2013. UKZN.
  • Naidoo, J. (2012). The teaching of geometry and trigonometry using innovative methods. Paper presented at the Provincial Congress of the Association for Mathematics Education of South Africa (AMESA), University of KwaZulu – Natal, Durban.
  • Naidoo, J. (2011a). Scaffolding the teaching and learning of mathematics. Paper presented at the Seventeenth National Congress of the Association for Mathematics Education of South Africa (AMESA), University of Witwatersrand, Johannesburg.
  • Naidoo, J. (2011b). The use of visual tools for scaffolding the teaching of mathematics. UTLO. 5th Annual Teaching & Learning Conference 2011. UKZN.
  • Naidoo, J., & Bansilal, S. (2010a). Strategies used by grade 12 mathematics learners in transformation geometry. Paper presented at the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) Conference, UKZN, Durban.
  • Naidoo, J., & Bansilal, S. (2010b). Transformation geometry the VA way. Paper presented at the Association for Mathematics Education of South Africa (AMESA) Conference, Durban.
  • Naidoo, J. (2009a). Problems and challenges in the conditions and practices of mathematics teachers in South Africa. Paper presented at the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) Conference. 217 – 219.
  • Naidoo, J. (2009b). The effect of social class on visualisation in geometry in two KwaZulu Natal schools, South Africa. Paper presented at the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) Conference. 219 – 220.
  • Naidoo, J., James, A & Benson, H. (2008). Paper in conference proceedings of the XIII. IOSTE Symposium. CASME’S approach to the sustainability of Science education in South Africa. 625 – 633.