University of Malawi

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Dr. Lisnet Nampinga Mwadzaangati

ASSOCIATE PROFESSOR
Science and Mathematics Education

Research Areas

knowledge for teaching mathematics,

Profile

Lisnet Mwadzaangati is a Mathematics Educator in the University of Malawi with over 14 years of teaching experience. She holds a Doctorate degree in Mathematics Education from University of Malawi, a Master of Science in Applied Educational Research Degree from the University of Strathclyde in the United Kingdom, and a bachelor’s degree from the University of Malawi. She did her post-doctoral fellowship at the University of Witwatersrand is South Africa. Her research interests are in mathematical knowledge for teaching, teacher professional development and analysis of curriculum resources. She has published in a wide range of international journals such as African Journal of Research in Mathematics, Science and Technology Education, Pythagoras, ZDM–Mathematics Education and International Journal for Lesson & Learning Studies.

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, 1–13. https://doi.org/10.1007/s11858-023-01473-8 (2023)
    https://doi.org/10.1007/s11858-023-01473-8
  • Conference Papers
    Mwadzaangati, L. (2023). Malawian secondary mathematics teachers’ uptake of explanatory communication during Lesson Study. Paper presented at the 31st conference of the Southern African association for research in mathematics, science and technology education, 17–19 January. Free State, South Africa. (2023)
  • Journal Article
    Adler, J., Mwadzaangati, L., & Takker, S. (2022). From defining as assertion to defining as explaining meaning: teachers' learning through theory-informed lesson study. International Journal for Lesson & Learning Studies, 12(1), 38–51. (2022)
    https://www.emerald.com/insight/content/doi/10.1108/IJLLS-02-2022-0029/full/html
  • Journal Article
    Mwadzaangati, L., Adler, J., & Kazima, M. (2022). Mathematics mediational means and learner centredness: Insights from ‘traditional’ Malawian Secondary School Geometry Lessons. African Journal of Research in Mathematics, Science and Technology Education, 1–14. https://doi.org/10.1080/18117295.2022.2055910 (2022)
    https://doi.org/10.1080/18117295.2022.2055910
  • Journal Article
    Planas, N., Adler, J., & Mwadzaangati, L. (2022). What is mathematics teaching talk for? A response based on three sites of practice in mathematics education. ZDM–Mathematics Education, 1–14. https://doi.org/10.1007/s11858-022-01452-5 (2022)
    https://doi.org/10.1007/s11858-022-01452-5
  • Conference Papers
    Mwadzaangati, L., Takker, S. & Adler, J. (2022). Teacher learning about exemplification in geometry through lesson study. Proceedings of the 45th Annual Conference of the Psychology of Mathematics Education, 18–23 July. Alicante, Spain (2022)
    https://web.ua.es/pme45/
  • Conference Papers
    Planas, N., Adler, J. & Mwadzaangati, L. (2022). Sociocultural frames for a focus on the resource of mathematics teaching talk. Proceedings of the 45th Annual Conference of the Psychology of Mathematics Education, 18–23 July. Alicante, Spain. (2022)
    https://web.ua.es/pme45/
  • Conference Papers
    Takker, S., Mwadzaangaati, L., Pournara, C., & Adler, J. (2022). Teachers’ knowledge of students’ thinking inferred from lesson plans in lesson study. Ninth International Conference to Review Research in Science, Technology, Engineering and Mathematics Education (epiSTEME 9), 04 –08 July, Mumbai, India. (2022)
    https://episteme9.hbcse.tifr.res.in/
  • Conference Papers
    Mwadzaangati, L., & Kazima, M. (2022). An examination of mathematical affordances available in grade 2 teachers' guide and learners' textbook on addition of whole numbers. In Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), 02–06 February. Bolzano, Italy. (2022)
    https://hal.science/hal-03753497/
  • Conference Papers
    Pournara, C., Adler, J., Takker, S., Mwadzaangaati, L., Ratnayake, I., & Planas, N. (2022). A framework for promoting geometric reasoning: Rationale, constitutive elements and initial applications. 30th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), 18 – 20 January. Johannesburg, South Africa. (2022)
  • Journal Article
    Mwadzaangati, L. (2021). An Examination of the Malawian Standard 2 Mathematics teachers’ guide and learners’ textbook content introducing number concept. Malawi Journal of Education and Development 7, 90–108 (2021)
  • Journal Article
    Mwadzaangati, L., & Kazima, M. (2021). Would female student teachers at primary teacher education colleges study mathematics were it optional? South African Journal of Education, 41(2), 1–10. , https://doi.org/10.15700/saje.v41ns2a2021 (2021)
    https://doi.org/10.15700/saje.v41ns2a2021
  • Conference Papers
    Mwadzaangati, L. & Kazima, M. (2021). Self-regulation strategies used by female student teachers in primary mathematics teacher education. Proceedings of the 29th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, 12–15 January. Lesotho, SAARMSTE. (2021)
    https://www.saarmste.org/
  • Conference Papers
    Mwadzaangati, L., Takker, S. & Adler, J. (2021). What do we learn from teachers as they start to participate in lesson study? Paper presented at the Africa Regional Congress of ICMI on Mathematical Education, 25-27 October. Rwanda. (2021)
  • Conference Papers
    Mwadzaangati, L. & Adler, J. (2021). Learning about language responsive teaching through Lesson Study in Malawi. Paper to be presented at the Annual Conference of the British association for international & comparative education, 13-15 September. University of Edinburgh, United Kingdom. (2021)
  • Book Chapters
    Mwale L., Mwadzaangati L., Kazima M. (2021) Improving Mathematics Education in Malawi Through the Collaboration of Teacher Educators. In: Luneta K. (eds) Mathematics Teaching and Professional Learning in sub-Sahara Africa. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-82723-6_15 (2021)
    https://doi.org/10.1007/978-3-030-82723-6_15
  • Conference Papers
    Mwadzaangati, L. (2020). Gender analysis of mathematics textbooks for early years of primary school. Proceedings of the National Commission for Science and Technology 3rd national research dissemination conference, 18–19 November. Mangochi, Malawi. (2020)
  • Conference Papers
    Mwadzaangati, L. (2020). The relationship between grade 2 mathematics textbooks affordances and the goals of outcome based curriculum in Malawi. Paper presented at the 28th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, 13–17 January. Eastern Cape. (2020)
  • Journal Article
    Mwadzaangati, L. (2019). Comparison of geometric proof development tasks as set up in the textbook and as implemented by teachers in the classroom. Pythagoras, 40(1), 1–14. https://doi.org/%2010.4102/pythagoras.v40i1.458 (2019)
    https://doi.org/%2010.4102/pythagoras.v40i1.458
  • Journal Article
    Mwadzaangati, L. & Kazima, M. (2019). An Exploration of Teaching for Understanding the Problem for Geometric Proof Development: The Case of Two Secondary School Mathematics. African Journal of Research in Mathematics, Science and Technology Education, 1–12. https://www.tandfonline.com/loi/rmse20 (2019)
    https://www.tandfonline.com/loi/rmse20
  • Conference Papers
    Mwadzaangati, L. (2019). An examination of mathematical opportunities afforded to learners in grade 1 Malawian primary mathematics textbooks. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education, (CERME), 5-10 February. Utrecht, the Netherlands. (2019)
    https://hal.science/hal-02423488
  • Conference Papers
    Mwadzaangati, L. (2019). An exploration of pedagogical content knowledge for teaching of secondary school geometric proof development in Malawi. Proceedings of the 27th Annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), 15–17 January. Durban, South Africa: SAARMSTE. (2019)
    https://www.saarmste.org/
  • Conference Papers
    Mwadzaangati, L. (2019). An exploration of pedagogical content knowledge for teaching of secondary school geometric proof development in Malawi. Proceedings of the 27th Annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), 15–17 January. Durban, South Africa: SAARMSTE. (2019)
    https://www.saarmste.org/
  • Conference Papers
    Mwadzaangati, L. (2019). An exploration of pedagogical content knowledge for teaching of secondary school geometric proof development in Malawi. Proceedings of the 27th Annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), 15–17 January. Durban, South Africa: SAARMSTE. (2019)
    https://www.saarmste.org/
  • Conference Papers
    Mwadzaangati, L. (2019). An examination of grade 2 mathematics textbooks’ content on number concept in comparison with outcome based education goals. Paper presented at the 43rd conference of the international group for the psychology of mathematics education, 7–12 July. Pretoria, South Africa. (2019)
  • Conference Papers
    Mwadzaangati, L. (2018). An examination of content knowledge for developing geometric proofs. A paper presented at the 5th Africa Mathematics Educational Congress, 21–31 August. Dar es salaam, Tanzania. (2018)
  • Conference Papers
    Mwadzaangati, L. (2018). An exploration of the work of teaching of geometric proof development problem-solving process: The case of Malawian secondary mathematics teachers. A paper presented at the 26th annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, 16–19 January. Gaborone, Botswana. (2018)
  • Conference Papers
    Mwadzaangati, L., Mosvold, R. & Bjuland, R. (2017). Investigating the work of teaching geometric proof: The case of a Malawian secondary mathematics teacher. Proceedings of the Third ERME Topic Conference on Mathematics Teaching, Resources and Teacher Professional Development, 5–7 October. Berlin, Germany: Humboldt-Universität zu Berlin. (2017)
    https://hal.science/ETC3/public/Full_Download.pdf
  • Conference Papers
    Mwadzaangati, L. (2017). An exploration of challenges of engaging students in generative interaction with diagrams during geometric proving. In Dooley, T. & Gueudet, G. (Eds.). Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education, (CERME), 1–5 February. Dublin, Ireland: DCU Institute of Education and ERME (2017)
    https://hal.science/hal-01949145/
  • Conference Papers
    Mwadzaangati, L. (2017). Examining Malawian secondary school teachers’ conceptualisation of geometric Proving. Proceedings of the 25th Annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), 17–20 January. Bloemfontein, South Africa: SAARMSTE. (2017)
  • Conference Papers
    Mwadzaangati, L. (2017). Examining Malawian secondary school teachers’ conceptualisation of geometric Proving. Proceedings of the 25th Annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), 17–20 January. Bloemfontein, South Africa: SAARMSTE. (2017)
  • Conference Papers
    Mwadzaangati, L. (2017). Teachers’ perspective on how Malawian pre-service education prepares them to teach geometric proofs. A paper presented at Machinga Teacher Training College Education Conference, 22–23 March. Machinga, Malawi. (2017)
  • Conference Papers
    Mwadzaangati, L. (2016). Analysing challenges of engaging students in generative interaction with diagrams during geometric proving. A paper presented at the 40th International, Group for the Psychology of Mathematics Education 4–6 August. Szeged, Hungary. (2016)
  • Conference Papers
    Mwadzaangati, L. (2016). Using proof analysis to examine knowledge for teaching geometric proofs. A paper presented at 13th International Congress on Mathematical Education, 24–31 July, 2016. Hamburg, Germany. (2016)
  • Conference Papers
    Mwadzaangati, L. (2016). An examination of teachers’ conceptions of teaching secondary geometric proofs. A paper presented at the 24th Annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, 12–15 January. Pretoria, South Africa. (2016)
  • Conference Papers
    Mwadzaangati, L. (2015). Mathematical knowledge for teaching geometric proof: Learning from teachers' practices. A paper presented at the 9th Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education, 4–8 February. Prague, Czech Republic. (2015)
  • Conference Papers
    Mwadzaangati, L. (2015). Mathematical knowledge for teaching secondary school geometric proof: Learning from teachers’ practices. A paper presented at the 23rd Conference of the Southern Africa Association of Mathematics Science and Technology Education, 11 –15 January. Maputo, Mozambique. (2013)
  • Conference Papers
    Mwadzaangati, L. (2013) Classroom Practices that Influence Girls’ Participation and Performance in Mathematics. Paper presented at the 21st conference of the Southern Africa Association of Mathematics Science and Technology Education (SAARMSTE). University of the Western Cape. 14th-17th January, 2013. University of the Western Cape, South Africa. (2013)