Hamsa Venkatakrishnan

Graven, M., Venkat, H. (2023). SAARMSTE's role in building and connecting Early Grade Mathematics research: A review of SAARMSTE Proceedings 2003-2022. More information

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. More information

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. More information

Morrison, S., Venkat, H., Askew, M. (2021). Journeys towards sociomathematical norms in the foundation phase South African Journal of Childhood Education, 11(1). More information

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. More information

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). More information

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. More information

Venkat, H., Askew, M., Watson, A., Mason, J. (2019). Architecture of mathematical structure For the Learning of Mathematics, 39(1), 13-17. More information

Abdulhamid, L., Venkat, H. (2018). Primary mathematics teachers’ responses to students’ offers: An ‘elaboration’ framework Journal of Mathematical Behavior, 51, 80-94. More information

Venkat, H., Askew, M. (2018). Mediating primary mathematics: theory, concepts, and a framework for studying practice Educational Studies in Mathematics, 97(1), 71-92. More information

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. More information

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). More information

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. More information

Venkat, H. (2015). Mathematical practices and mathematical modes of enquiry: same or different? International Journal of STEM education, 2(1), 1-12. More information

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 More information

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. More information

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. More information

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. More information

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. More information

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. More information