University of Malawi

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Dr. Fraser Gobede

ASSOCIATE PROFESSOR
Science and Mathematics Education

Research Areas

Early years numeracy, mathematics teacher education, computer science,

Profile

Fraser Gobede is an Associate Professor of Mathematics Education under the Department of Science, Mathematics and Technology Education at the University of Malawi. His overall experience includes 6 years of teaching secondary school mathematics and computer studies; 8 years of teaching university mathematics and information technology courses; and over 9 years in both mathematics teacher education and research on the teaching of early grade mathematics as both a doctoral and postdoctoral fellow.

Publications

  • Journal Article
    Kazima, M., Jakobsen, A., Mwadzaangati, L., & Gobede, F. (2023). Teaching the concept of zero in a Malawi primary school: illuminating the language and resource challenge. ZDM–Mathematics Education. ISSN: 1863-9704. https://doi.org/10.1007/s11858-023-01473-8 (2023)
    https://doi.org/10.1007/s11858-023-01473-8
  • Conference Papers
    Gobede, F. (2023) Analysis of an early grade mathematics teacher’s dilemmas when handling multi-digit addition. In C. H. Stevenson-Milln (Eds.) Book of Proceedings of the 31st Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), 17th‒ 19th January 2023, pp. 69‒81. Free State: The University of Free State. ISBN: 978-0-6398352-6-6. (2023)
  • Book Chapters
    Longwe, J., Gobede, F. & Kazima, M. (In press) Preparing Teachers to Teach Mathematics in Home Languages in Malawi: What We Know, What We Need to Know, and Directions for Future Research. In Essien, A. (ed) Multilingualism in Mathematics Education in Africa. Bloomsbury. ISBN: 9781350369214. https://www.bloomsbury.com/us/multilingualism-in-mathematics-education-in-africa-9781350369214/ (2023)
    https://www.bloomsbury.com/us/multilingualism-in-mathematics-education-in-africa-9781350369214/
  • Journal Article
    Gobede, F. (2022) Affordances of systematic shifting of mediational means when introducing whole-number addition: The case of a grade 2 teacher in Malawi. Journal of Mathematics Education (JME), 15(2), pp. 34-50. ISSN 1945-7448. https://educationforatoz.com/images/JME-2022-2-3_Gobede_.pdf (2022)
    https://educationforatoz.com/currentissue.html
  • Journal Article
    Gobede, F., & Mosvold, R. (2022) Studying dilemmas of mathematics teaching in Southern Africa. African Journal of Teacher Education and Development, 1 (1). AOSIS. ISSN: 2958-0986. https://doi.org/10.4102/ajoted.v1i1.4 (2022)
    https://doi.org/10.4102/ajoted.v1i1.4
  • Journal Article
    Kazima, M., Longwe, J., & Gobede, F. (2022). Improving teaching and learning mathematics in Malawi primary schools: a review of reforms, interventions, successes and challenges. Journal of Applied Learning and Teaching (JALT). ISSN : 2591-801X. https://doi.org/10.37074/jalt.2022.5.S2.3. (2022)
    https://doi.org/10.37074/jalt.2022.5.S2.3.
  • Journal Article
    Gobede, F., Mosvold, R., & Jakobsen, A. (2022). Comparing Two Frameworks for Exploring the Quality of Mathematics Teaching in a Malawian Primary Classroom. African Journal of Research in Mathematics, Science and Technology Education, 26(2), pp. 100-110. Taylor & Francis. ISSN: 2469-7656. https://doi.org/10.1080/18117295.2022.2100662 (2022)
    https://doi.org/10.1080/18117295.2022.2100662
  • Conference Papers
    Gobede, F. (2022) “Where are your counters?” An analysis of Malawian teachers’ use of counters in early grade classes.” In T. Mosiane, L. Mokotedi, D. Laubscher, and S. Mahlaba (Eds) Proceedings of the 27th Annual National Congress of the Association for Mathematics Education of South Africa (AMESA), 27th June ‒ 1st July 2022, pages 199-215. Potchefstroom: North-West University. ISBN: 978-0-6397-0883-6. (2022)
  • Conference Papers
    Gobede, F., & Mosvold, R. (2022) Dilemmas of teaching arithmetical notation to young learners. Proceedings of the 12th Congress of the European Society for Research in Mathematics Education (CERME12), 2nd‒ 5th February 2022. Bozen-Bolzano: Free University of Bozen-Bolzano. ISBN: 9791221025378. https://hal.science/hal-03745198. (2022)
    https://hal.science/hal-03745198.
  • Conference Papers
    Gobede, F. (2022) Multiple mediatory roles of artefacts in large classes: a Grade 1 teacher’s orchestration of artefacts when introducing the concept of addition. In K. R. Langenhoven & C. H. Stevenson-Milln (Eds.) Book of proceedings of the 30th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), 18th‒ 20th January 2022, pp. 22‒35. Western Cape: SAARMSTE. ISBN: 978-0-6398352-4-2. (2022)
  • Book Chapters
    Gobede, F., Kazima, M., & Longwe, J. (2022). Factors Influencing Preservice Teachers’ Adoption of WhatsApp as an Interactive Social Media Platform in Mathematics Teacher Education in Malawi. In: Chirinda, B., Luneta, K., Uworwabayeho, A. (eds) Mathematics Education in Africa, pp. 227-241. Springer, Cham. ISBN: 978-3-031-13927-7. https://doi.org/10.1007/978-3-031-13927-7_14 (2022)
    https://doi.org/10.1007/978-3-031-13927-7_14
  • Conference Papers
    Gobede, F. (2021) Exploring the potential of interactive social media platforms in mathematics teacher education: An impromptu experience with a class of pre-service teachers. The 6th Africa Regional Congress of ICMI Mathematical Education (AFRICME 6), 25th‒ 27th October 2021. Rwamagana: The University of Rwanda. (2021)
  • Conference Papers
    Gobede, F. (2021). A Grade 2 teacher’s shift in the use of mediational means within and across two addition lessons. The 14th International Congress on Mathematical Education (ICME14), 11th‒18th July, 2021. Shanghai, China: East China Normal University. (2021)
  • Conference Papers
    Gobede, F. (2021). The affordances and constraints of using place-value boxes in the teaching of two-digit addition in Grade. In Qhobela, M., and Mohafa, L. G., (Eds.). Proceedings of the 29th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), An Electronic Book of Research Papers in Mathematics, Science and Technology Education: Short Papers, Snapshots, Posters and symposia, pages 35-38. Lesotho: SAARMSTE Lesotho and National University of Lesotho. (2021)
  • Conference Papers
    Gobede, F. (2020). Analysis of a grade 2 teacher’s use of artefacts and inscriptions when introducing the addition of whole numbers. In Vale, P., Westaway, L., Nhase, Z. & Schudel, I. (Eds.). Book of proceedings of the 28th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), pages 51-63. Eastern Cape, South Africa: Nelson Mandela University. ISBN: 978-0-6398352-0-4. (2020)
  • Conference Papers
    Gobede, F. (2019). Using artefacts and inscriptions to mediate the addition of numbers in grade 2. In M. Graven, H. Venkat, A. Essien and P. Vale (Eds.). Proceedings of the 43rd Conference of The International Group for The Psychology Of Mathematics Education, Volume 4, pages 35. Pretoria, South Africa: PME. ISBN: 978-0-6398215-7-3. (2019)
  • Conference Papers
    Gobede, F. (2019) Investigating Mediation Strategies Used by Early Years Mathematics Teachers in Malawi. In Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (Eds.) Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), pages 2267-2268. Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. ISBN: 978-90-73346-75-8. https://hal.archives-ouvertes.fr/hal-02414878 (2019)
    https://hal.archives-ouvertes.fr/hal-02414878
  • Conference Papers
    Gobede, F. (2019) Investigating mediation strategies used by early years mathematics teachers in Malawi. A paper presented at 27th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), book of short papers, snapshots, posters and symposia, pages 101-104. Durban, South Africa: University of KwaZulu-Natal. (2019)
  • Conference Papers
    Gobede, F. (2018) Using peer-mediated instruction to achieve equitable access to mathematics education in limited-resource schools in Malawi. Proceedings of the Fifth Africa Regional Congress of ICMI on Mathematical Education (AFRICME5), pages 67-71. Dar es Salaam, Tanzania: The Aga Khan University and International Commission on Mathematical Instruction (ICMI). (2018)
  • Conference Papers
    Gobede, F. (2018) Use of games in the teaching of mathematics: Experiences of two cohorts of pre-service teachers. A paper presented at the 26th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), book of short papers, snapshots, posters and symposia, pages 64-69. Gaborone, Botswana: University of Botswana. (2018)