Research Areas

early childhood mathematics learning, education policy and reform, curriculum development and implementation, instructional leadership and teacher development and AI in education.,

Profile

Dr Tionge Weddington Saka is a Research Fellow at the Centre for Educational Research and Training within the School of Education, University of Malawi. He has about 22 years of experience working in the education sector in Malawi. He has a PhD in Education and a strong research portfolio in early mathematics learning, education policy analysis, and curriculum management. His work is driven by a commitment to advancing equitable and evidence-based practices in education, particularly within early childhood and primary school contexts. Over the years, Dr. Saka has led and contributed to various interdisciplinary research initiatives that have explored how children acquire foundational numeracy skills, how education policies shape learning outcomes, and how curriculum reforms are enacted in diverse classrooms. His recent research focuses on early mathematics curriculum implementation in schools in Malawi, bridging policy intentions with on-the-ground realities. Dr Saka collaborates widely with scholars, educators, and policymakers, and has published in several peer-reviewed journals. He has co-authored and presented several research papers both inside and outside Malawi. Dr Saka is serving as a member of the editorial board of the South Africa Journal of Childhood Education. He has been a member since 2017 and has been involved in reviewing several articles for the journal.

Publications

• Conference Papers
  Saka, T, Longwe J., Gobede, F. and Mwale, L., (2025, January) "The State of AI Integration in Malawi’s STEM Education’ in Mashingaidze, S., Mavhunga, F., Mwale, L., Sikeme, R., Gobede, F., Kangwa, E., Longwe, J. Luchembe, D., Masuku, S., Matsebula, B., Mofolo, M., Mphunyane, M., Mukaro, J., Mwale, M., Ndemo, Z., Saka, T. and Sibiya, S (2025). Assessing the Influence of Artificial Intelligence on STEAM Education in Five SADC Countries, A symposium presented at the 33rd Conference of the Southern African Association for Research in Mathematics, Science, and Technology Education (SAARMSTE), held from Monday, 13 January 2025 to Thursday, 16 January 2025 at North-West University, Potchefstroom Campus, South Africa. (2025)
  https://www.saarmste.org/wp-content/uploads/2025/01/33rd-Bk-of-Sym_SP_SN_PO_Maths_Science_Technology-_Final-2.pdf

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• Conference Papers
  Saka, T., Mwale, L., Chiwanda, C., Bhunu, W., Langwe, I., Kipandula, D., Jailosi, P., Chisale L., & Simawo M. (2023, January). ‘The Culture of primary schools with outstanding learner achievement: A Case of Schools in Phalombe District” A paper presented at the 4th National Research Dissemination Conference organised by the National Commission for Science and Technology from 25th to 27th January 2023 at Cross Roads Hotel, Lilongwe, Malawi. (2023)
  

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• Journal Article
  Saka, T.W. Promoting foundational number sense: the potential for early grade mathematics instructional materials in Malawi. Africa Curriculum Association Journal, 1, 1, 97-107 (2021)
  https://acuass.org/wp-content/uploads/2021/10/ACa-journal-4.pdf

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• Conference Papers
  Saka, T.W. & Henning E (2020, November). ‘Contradictions’ in early grade mathematics classroom culture in five public primary schools in Malawi” A paper presented at the National Research Dissemination Conference organised by the National Commission for Science and Technology from 18th to 20th November 2020 at Sun Bird Nkopola Lodge, Mangochi, Malawi. (2020)
  

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• Conference Papers
  Saka, T.W. (2020, January). ‘The potential for mathematics instructional materials in supporting early number concept development’. Paper presented at the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) 2020 conference. Port Elizabeth, South Africa. (2020)
  Not uploaded

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• Book Chapters
  Roberts N., Tshuma L., Mpalami N., Saka T. (2019) Mathematical Learning and Its Difficulties in Southern Africa. In: Fritz A., Haase V., Räsänen P. (Eds) International Handbook of Mathematical Learning Difficulties. Springer, Cham. (2019)
  https://link.springer.com/book/10.1007/978-3-319-97148-3

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• Conference Papers
  Saka, T.W. & Roberts, N. (2018). Manipulatives for early grade whole number and relationships: the potential of the Malawian bow-abacus. In R. Govender & K. Junqueira (Eds.), Culture meets culture, mathematics in and around us: Proceedings of the 24th Annual National Congress of the Association for Mathematics Education of South Africa (AMESA) (pp.391-406). Free State: AMESA. (2018)
  https://www.amesa.org.za/AMESA2018/Volume1.pdf

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• Conference Papers
  Roberts, N. Tshuma, L., Mpalami, N & Saka, T. (2018). ‘Mathematical Inclusion in 4 SADC countries’, In Webb, L and Steyn. C. (ed) 26th Conference of the Southern African Association for Research in Mathematics, Science, and Technology Education (SAARMSTE) Short Paper, January 2018, Gabarone, p.10 (2018)
  

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• Journal Article
  Sailors, M., Hoffman, J. V., Pearson, P. D., McClung, N., Shin, J., Phiri, L., & Saka, T. (2014). Supporting change in literacy instruction in Malawi. Reading Research Quarterly, 49, 2, 209-231 (2014)
  https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.70

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• Journal Article
  Sailors, M., Hoffman, J. V., Wilson, T., Villarreal, L., Peterson, K., Chilora, H., Phiri, & L., Saka, T. (2013). Implementing a school-wide reading program in Malawi: A case study. In P. J. Dunston, S. K. Fullerton, C. C. Bates, K. Headley, & P. M. Stecker (Eds.). Sixty-second Yearbook of the Literacy Research Association, (220-232). Altamonte Springs, FL: Literacy Research Association. (2013)
  https://www.researchgate.net/publication/265602658_Implementing_a_school-wide_reading_program_in_Malawi_A_case_study

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