How attention is allocated when using haptic touch: Shape feature distinction and discrimination strategy by Graven, T

When the discrimination strategy fails: Revisiting the figure identity strategy, the global characteristics strategy, and the touch vision strategy. by Graven, T

How individuals who are blind locate targets by Graven, T

Mathematics teacher retention and the role of Identity: Sam’s story by Mellony Graven

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Accessing and assessing young learner’s mathematical dispositions by mellony Graven

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Research for educational change by Mellony Graven

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Strengthening maths learning dispositions through ‘math clubs’ by Mellony Graven

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Touching and hearing the shapes: how auditory angular and curved sounds influence proficiency in recognising tactile angle and curve shapes when experienced and inexperienced in us... by Graven, T, Desebrock, C

Investigating the effect of visual imagery and learning shape-audio regularities on bouba and kiki by Graven, T, Desebrock, C

Bouba or kiki with and without vision: Shape-audio regularities and mental images by Graven, T, Desebrock, C

Research tensions with the use of timed numeracy fluency assessments as a research tool by Debbie Stott, Mellony Graven

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Exploring the development of South African pre-service teachers’ reflective practice by Samukeliso Chikiwa, Mellony Graven

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Unveiling the South African official primary mathematics teacher pedagogic identity by Peter Pausigere, Mellony Graven

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Research tensions with the use of timed numeracy fluency assessments as a research tool by Debbie Stott, Mellony Graven

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Mathematical Literacy in South Africa and Functional Mathematics in England: A consideration of overlaps and contrasts by Hamsa Venkatakrishnan, Mellony Graven

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Learning affordances and participation enablers within a primary mathematics in-service community of practice by Mellony Graven, Peter Pausigere

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Unveiling the South African official primary mathematics teacher pedagogic identity by Peter Pausigere, Mellony Graven

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The dialectical relationship between theory and practice in the design of an after-school mathematics club by Debbie Stott, Mellony Graven

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Reflecting on dilemmas in digital resource design as a response to COVID-19 for learners in under-resourced contexts by Pamela Vale, Mellony H. Graven

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A mathematics teacher’s response to a dilemma: ‘I’m supposed to teach them in English but they don’t understand’ by Sally-Ann Robertson, Mellony Graven

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