Hamsa Venkatakrishnan
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Hamsa Venkat’s research is in the area related to primary mathematics teaching and learning. She has collaborated with teams of postgraduate and postdoctoral researchers on the design, implementation and taking to scale of interventions showing promise. Impacts on learning and experiences of teaching in the course of these interventions have both been studied in Hamsa’s work.
Biography
Hamsa Venkat began her career as a high school mathematics teacher in London comprehensive schools. She moved into mathematics teacher education in London, alongside completing a Masters and doctoral study at King’s College London, and continued with this work following a move to the University of the Witwatersrand in South Africa. She holds the SA Numeracy Chair, focused on research and development in primary mathematics. She has published widely in primary mathematics education, and serves on the Editorial Boards of several journals. She has worked extensively on research capacity building within the Southern African Association for Research in Mathematics, Science and Technology Education, including her tenure as SAARMSTE President from 2020-22.
Article
Graven, M., Venkat, H.
(2023).
SAARMSTE's role in building and connecting Early Grade Mathematics research: A review of SAARMSTE Proceedings 2003-2022.
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Venkat, H., Askew, M., Morrison, S.
(2021).
Shape-shifting Davydov’s ideas for early number learning in South Africa Educational Studies in Mathematics, 106, 397-412.
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Venkat, H., Askew, M.
(2021).
Development in South African Primary Mathematics Teacher Educators’ Work with In-Service Teachers International Journal of Science and Mathematics Education, 19, 39-58.
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Morrison, S., Venkat, H., Askew, M.
(2021).
Journeys towards sociomathematical norms in the foundation phase South African Journal of Childhood Education, 11(1).
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Askew, M., Venkat, H.
(2020).
Deconstructing South African Grade 1 learners’ awareness of number in terms of cardinality, ordinality and relational understandings ZDM - the International Journal on Mathematics Education, 52, 793-804.
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Askew, M., Venkat, H., Mathews, C., Ramsingh, V., Takane, T., Roberts, N.
(2019).
Multiplicative reasoning: An intervention’s impact on foundation phase learners’ understanding South African Journal of Childhood Education, 9(1).
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Venkat, H., Mathews, C.
(2019).
Improving multiplicative reasoning in a context of low performance ZDM - the International Journal on Mathematics Education, 51(1), 95-108.
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Venkat, H., Askew, M., Watson, A., Mason, J.
(2019).
Architecture of mathematical structure For the Learning of Mathematics, 39(1), 13-17.
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Abdulhamid, L., Venkat, H.
(2018).
Primary mathematics teachers’ responses to students’ offers: An ‘elaboration’ framework Journal of Mathematical Behavior, 51, 80-94.
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Venkat, H., Askew, M.
(2018).
Mediating primary mathematics: theory, concepts, and a framework for studying practice Educational Studies in Mathematics, 97(1), 71-92.
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Ramdhany, V., Venkat, H., Christiansen, I.
(2018).
Dissonance and continuity in the mathematical education and training experiences of pre-service secondary mathematics teachers African Journal of Research in Mathematics, Science and Technology Education, 22(2), 186-195.
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Ekdahl, A., Venkat, H., Runesson Kempe, U., Askew, M.
(2018).
Weaving in connections: Studying changes in early grades additive relations teaching South African Journal of Childhood Education, 8(1).
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Ekdahl, A., Venkat, H., Runesson, U.
(2016).
Coding teaching for simultaneity and connections: Examining teachers’ part-whole additive relations instruction Educational Studies in Mathematics, 93(3), 293-313.
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Venkat, H.
(2015).
Mathematical practices and mathematical modes of enquiry: same or different? International Journal of STEM education, 2(1), 1-12.
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Book chapter
Venkat, H., Graven, M.
(2017).
Changing teaching through a resources approach.
In:
Graven, M, Venkat, H
(Ed.),
Improving primary mathematics education, teaching and learning:
Research for development in resource-constrained contexts
(pp. 163 -178).
London: Palgrave Macmillan
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Conference paper
Askew, M., Venkat, H., Abdulhamid, L., Mathews, C., Morrison, S., Ramdhany, V., Tshesane, H.
(2019).
Teaching for structure and generality: Assessing changes in teachers mediating primary mathematics.
Pretoria, South Africa:
PME, 43rd Conference of the International Group for the Psychology of Mathematics Education, 07-12 July 2019, Pretoria, South Africa.
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Venkat, H., Askew, M., Morrison, S., Abdulhamid, L.
(2019).
Shifts in early number learning in South Africa.
Pretoria, South Africa:
PME, 43rd Conference of the International Group for the Psychology of Mathematics Education, 07-12 July 2019, Pretoria, South Africa.
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Dlamini, E., Venkat, H., Askew, M.
(2015).
A modeling and model approach: performance on multiplication.
23rd annual meeting of the Southern African association for research in mathematics, science and technology, SAARMSTE 2015, Tuesday 13 – Friday 16 January 2015, Maputo, Mozambique.
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Runesson, U., Venkat, H., Askew, M.
(2014).
Definitonal vs strategic example spacees for mental strategies.
EARLI Special Interest Group 9-Phenomenography and Variation Theory. Oxford, September 1-3 2014.
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Venkat, H., Ekdahl, A., Runesson, U.
(2014).
Connections and Simultaneity: Analysing South African G3 Part-part-whole teaching.
PME 38/PME-NA 36 Proceedings Conference of the International Group for the Psychology of Mathematics Education and the North American Chapter of the Psychology of Mathematics Education Vancouver, Canada, July 15-20, 2014.
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