# Prof. David K J Mtetwa

##### Qualifications:

Ph.D (Mathematics Education), MEd (Mathematics Education), University of Virginia; M.Sc (Mathematics), Carleton University; B.Sc ( Mathematics and Physics), National University of Lesotho; Post Grad Cert Education (Mathematics/ Science), University of Zimbabwe

##### Academic Appointments:

Senior Lecturer

##### Research Interests:

Mathematics learning and instruction: Classroom processes and problem solving in school and out-of-school contexts; ethno-mathematical perspectives; continuing professional learning (CPL) of mathematics teachers.

###### Faculty: Education

###### Department: Science and Maths Education

###### Research Category: Education

##### Biography:

Work appointments: Secondary School : Biriwiri High (1976); Cana High (1979); St Ignatius High (1983-1986); Tertiary: University of Swaziland (1980-82); University of Zimbabwe (1991- date )

At one point or another I have served as Department Chairperson; Department Subject Coordinator (mathematics and research); Department Rep for Faculty Higher Degrees Committee; Faculty Rep for Research Board, University of Zimbabwe

###### Email: dmtetwa@education.uz.ac.zw

###### Phone: +263 712 877 820

##### Publications:

Garofalo J, Goodwin V, Mitchell R, & Mtetwa D, (1989). Some observations of seventh graders solving problems. Arithmetic Teacher, 37(2), 20-21.

Mtetwa D & Garofalo J. (1989). Beliefs about mathematics: an overlooked aspect of student difficulties. Academic Therapy. 24 (5), 611-618.

Mtetwa D.K. (1989). Mathematics is reasoning. Teachers Forum, Part I, 17(7), 5-6. Part II, 17(8), 27-29.

Garofalo J. & Mtetwa D. K. (1990). Mathematics as reasoning. Arithmetic Teacher.37(5), 16-18.

Mtetwa, D. K. (1990). Six good reasons why everyone should learn mathematics. Teacher's Forum. 18(10), 32-33, 35.

Mtetwa, D. K. J. (1992) "Mathematics" and ethnomathematics -- Zimbabwean students' view. International Study Group on Ethnomathematics Newsletter, 7(1), 1-3.

Mtetwa, D. K. J. (1992, Winter). Females can be just as good in math: Zimbabwean school girls proclaim. Women &Mathematics Education, xiv(2), 2.

Mtetwa, D. K. J. (1992). Problem solving, beliefs about mathematics, and the long arm of examinations. Zimbabwe Journal of Educational Research, 4(2), 117-130.

Mtetwa, D. K. J. & Jaji, G. (1995). School mathematics, out-of-school mathematics, and

Zimbabwean youngsters. Qualitative Studies in Education, 8(4), 387-391.

Mtetwa, D. K. J. (1995). Trends in mathematics education research: Towards context and meaning. In Research in mathematics and science education in BOLESWA countries, A. A. Taiwo, R. Charakupa, & C. D. Yandila (Eds). Proceedings of the second BOLESWA conference on mathematics and science education, held in Gaborone, Botswana, October, 1993. pp 181-190. DMSE, University of Botswana: Gaborone.

Mtetwa, D. K. J. (1996). Does mathematics exist outside the human mind? - revisiting the age-old question. In Numeracy, race, gender, and class, T. Kjaergard, A. Kvamme, & N. Linden (Eds). Proceedings of the third international conference of political dimensions of mathematics education (PDME III), held in Bergen, Norway, July 24-27, 1995. pp 336-343. Casper-Forlag A/S: Bergen.

Mtetwa, D. K. J. (1996). Celebrating cultural differences: A tale of 2 cities. The Zimbabwean Review, 2(4), 15.

Mtetwa, D. J., Ncube, K., Ndeya-Ndereya, C., & Engels, E. (1997). Using authentic research experiences to develop effective inservice (resource) teacher facilitators for science and mathematics teachers in the Zimbabwean secondary school system. In the proceedings of the fifth annual conference of the Southern African Association for Research in Mathematics and Science Education (SAARMSE) held at the University of the Witwatersrand, Johannesburg, South Africa. Jan 22-26, 1997.

Mtetwa, D. K. J. (1999). Interactive teaching and learning of mathematics. Harare: Zimbabwe Open University.

Mushaikwa, E., Mtetwa, D., Chavunduka, K., Mukono, T., & Tambo, E. (1999). The process of institutionalising an inservice support system for A Level science and mathematics teachers in Zimbabwe, Zimbabwe Journal of Educational Research, 11(3), 226-238.

Mtetwa, D. K. J., & Thompson, J. J. (2000). The dilemma of mentoring in mathematics teaching: Implications for teacher preparation in Zimbabwe, Journal of Inservice Education,

26(1), 139-152.

Mtetwa, D. K. J. (2000). Professional development of mathematics teachers in Zimbabwe: Some observations and remarks, ZIMATHS Magazine, 4(3), 15-19.

Mtetwa, D. K. J. (2000). Teaching and learning mathematics through problem solving: Some observations from “demonstration lessons”. Zimbabwe Journal of Educational Research, 12(2), 195-210.

Mtetwa, D. K. J., & Thompson, J. J. (2000). Mentoring in mathematics teaching and teacher preparation in Zimbabwe, Southern African Review of Education, Vol 5, 47-57.

Tambo, E. M. Z, Mukono, T. T, Mushaikwa, E., Chavunduka, K., & Mtetwa, D. K. J. (2000). Science

education teacher training in Zimbabwe, Southern African Review of Education, Vol 5, 33-45.

Mtetwa, D. K. J. (2000). On the nature of mathematics: Teaching students both mathematics and

about mathematics. Southern African Journal of Mathematics and Science

Education, 3(1&2), 53-62.

Mtetwa, D. K. J., & Dyanda, C. (2002). Outcomes of teaching practice. In F. Zindi, M. Nyota, & R.

Batidzirai, (Eds); Improving teacher preparation: Teaching practice guide, 147-161.

University of Zimbabwe, HRRC (publisher).

Mtetwa, D. K. J., & Kwari, R. (2003), Peer mentoring by resource teachers in Zimbabwean schools.

Mentoring and Tutoring, 11(3), 273-274.

Kwari, R., & Mtetwa, D.K.J. (2003). Active learning approaches in Zimbabwean science and

mathematics classrooms. Zimbabwe Journal of Educational Research, 15(3), 151-160.

Mtetwa, D.K.J. (2003). Researching collaboratively within in-service contexts: Some reflections on

experiences of the Science Education Inservice Teacher Training (SEITT) at the University of

Zimbabwe. Zimbabwe Journal of Educational Research, 15(2), 84 – 89.

Gwara, K., & Mtetwa, D. K. J. (2003). Inservice education needs for science laboratory assistants

operating in Zimbabwean secondary schools. Zimbabwe Journal of Educational Research,

15(2), 90 – 98.

Mtetwa, D. K. J., Kwari, R., Makamure, R., & Chipangura, A. T. (2003). Science education inservice

teacher training (SEITT) and better schools program Zimbabwe (BSPZ) resource teachers’

modes of facilitating inservice activity. Zimbabwe Journal of Educational Research, 15(2),

75 – 83.

Breen, C., Vithal, R., Mtetwa, D. K. J., & Setati, M. (2003). Joining and reforming: Towards a

strategy for optimising SAARMSTE influence in the broader mathematics education

community. Pythagoras, 57 (April issue) , 19 – 26.

Mtetwa, D. (2004). Practioners’ voices on intellectual property rights. Indilinga: African Journal of

Indigenous Knowledge Systems, 3(2), 187-188.

Mtetwa, D. K J., & Cleghorn, A. (2004). Structural aspects of primary mathematics lessons in

Zimbabwe: Prospects for change? Education as Change, 8(2), 92-104.

Nyaumwe, L. J., Mtetwa, D. K., & Brown, J. C. (2005). Bridging the theory-practice gap of

mathematics and science pre-service teachers using collegial peer and mentor coaching.

International Journal for Mathematics Teaching and Learning [on line], April 13, 2005. Issn

1473-111. Http://Www.Ex.Ac.Uk/Cimt/ljmtl/Nyaumwe.Pdf

Mtetwa, D. J. K. (2005). Some characteristics of mathematics teaching in Zimbabwean infant and

primary school classrooms. International Journal of Early Years Education, 13(3), 273-282.

Pillai, S., Cleghorn, A., & Mtetwa, D. K. J. (2005). Cultural adaptation of science and mathematics

materials: A suggested model for all. In the proceedings of the 13th annual conference of the

Southern African Association for Research in Mathematics, Science, and Technology

Education (SAARMSTE) held at the University of Namibia, Windhoek, January 10-14, 2005.

Mtetwa, D. K., Nyikahadzoyi, M. R., Nyaumwe, L. J., Chauraya, M. S., Kwari, R., & Mukono, S.

2005). The current state of mathematics teacher education in Zimbabwe: In the proceedings

of the 1st regional conference of the International Commission of Mathematical Instruction

(ICMI) held at Wits University, Johannesburg, June 22-25, 2005.

Nyaumwe, L., & Mtetwa, D. K . (2005). Developing an instrument for evaluating reflection-in-action

of mathematics student teachers. In the proceedings of the joint conference of the South

African Association for Research and Development in Higher Education and the University of

Bergen’s Productive Learning Cultures Project on Knowledge Production and Higher

Education in the 21st Century held at the Scandic Hotel, Bergen, Norway, Sept 1-3, 2005.

Nyaumwe, L., & Mtetwa, D. K . (2005). An assessment of in-service mathematics teachers’ levels of

adopting a curriculum reform. In the proceedings of the joint conference of the South

African Association for Research and Development in Higher Education and the University of

Bergen’s Productive Learning Cultures Project on Knowledge Production and Higher

Education in the 21st Century held at the Scandic Hotel, Bergen, Norway, Sept 1-3, 2005.

Mtetwa, D. K. J. (2006). Cultural activity, mathematics, and classroom instruction: Taping local

knowledge resources to enhance learning. South African Journal of Higher Education, 20(4),

478-487.

Nyaumwe, L. J., & Mtetwa D. K. (2006). The efficacy of college lecturer and student peer

collaborative assessment of in-service mathematics teacher’s teaching practice instruction.

The Mathematics Educator, 16(2), 35-42.

Mtetwa, D. (2007). Indigenous knowledge systems: A sine-qua-non in the maintenance of sustainable

development Indilinga: African Journal of Indigenous Knowledge Systems (2007). [Guest

editor’s foreword], 6(1), v-vi.

Sibanda, T., Mtet

##### Patented Work:

##### Grants & Funding (current and Past projects):

The Allie Cleghorn (Concordia University) Grant, Can$2000, to conduct a study on young Zimbabwean children's out-of-school mathematics [1993 – 1995].

Association of Commonwealth Universities Fellowship Award (1998) to study inservice education (Continuing Professional Development Education) at the University of Bath, UK, Oct 1998 - April 1999

Norwegian [NUFU] Doctoral Student Grant for supervision of one doctoral student at University of Zimbabwe in collaboration of University of Bergen, Norway: 2005-2011, as part of the Productive Learning Cultures Project

Save the Children International Grant for a Primary School Children Numeracy Enhancement Project [2014-2018]—An intervention action research project to increase capacity of primary teachers in 3 selected deep rural districts to teach mathematics for numeracy (mathematical literacy)

##### Awards & Achievements:

The Allie Cleghorn (Concordia University) Grant, Can$2000, to conduct a study on young Zimbabwean children's out-of-school mathematics [1993 – 1995].

Association of Commonwealth Universities Fellowship Award (1998) to study in-service education (Continuing Professional Development Education) at the University of Bath, UK, Oct 1998 - April 1999

Norwegian [NUFU] Doctoral Student Grant for supervision of one doctoral student at University of Zimbabwe in collaboration of University of Bergen, Norway: 2005-2011, as part of the Productive Learning Cultures Project

Save the Children International Grant for a Primary School Children Numeracy Enhancement Project [2014-2018]—An intervention action research project to increase capacity of primary teachers in 3 selected deep rural districts to teach mathematics for numeracy (mathematical literacy)

##### Consultancy and advisory work (current and past):

Member of the Better Environmental Science Teaching [BEST] program's Project Progress Review Mission to evaluate Phase One and make recommendations for expansion to Phase Two. Jan 19 - Feb 8, 1998. [BEST was a Ministry of Education project for primary science, sponsored by the German Govt, through GTZ]

University of Botswana, Department of Mathematics and Science Education: External Review for the Post-Graduate Diploma in Education program, 8-12 March 2010; and for Department of Primary Education 17-21 August 2015.

University of Namibia, Sept 2013- June 2014; Design of an implementation program for a new Continuing Professional Development system for teachers

##### Supervision information (MPhil, DPhil, etc.):

Masters; DPhil

##### Professional membership, Committees, Boards:

African Commission on Mathematics Education [AFRICME]

Association for Mathematics Education of South Africa [AMESA]

Southern African Association for Research in Mathematics, Science, & Technology Education (SAARMSTE)—1st chairperson and Patron of the Chapter in Zimbabwe Chapter

Editorial Board Member for INDILINGA and reviewer [Journal of Indigenous Knowledge Systems], African Journal for Research in Maths, Science, and Technology Education (AJRMSTE) – (2013-2015); Zimbabwe Journal for Educational Research (ZJER)

External Examining [Over 25] doctoral theses from a range of Universities in East and Southern Africa

##### External Profile Links (Google Scholar, ResearchGate, LinkedIn, other social media links):

ResearchGate, LinkedIn