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Emails & domains

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Other IDs

Scopus Author ID: 57217081577

Keywords

Mathematics Education, Computational thinking, Self-Directed Learning, Teacher Training

Countries

South Africa

Activities

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Employment (4)

University of Johannesburg: Johannesburg, Johannesburg, ZA

2023-03-01 to present | Lecturer and Programme Coordinator (Mathematics Education)
Employment
Source: Self-asserted source
Sfiso Cebolenkosi Mahlaba

North-West University - Mafikeng Campus: Mmabatho, Mafikeng, ZA

2018-07-01 to 2023-02-28 | Lecturer and Subject Group Leader (Mathematics Education)
Employment
Source: Self-asserted source
Sfiso Cebolenkosi Mahlaba

Prestige College Protea Glen: Johannesburg, Soweto, ZA

2018-01-17 to 2018-07-31 | Educator (Department of Education)
Employment
Source: Self-asserted source
Sfiso Cebolenkosi Mahlaba

Ntee High School: Durban, Pinetwon, ZA

2014-02-02 to 2017-02-02 | Educator (Department of Education)
Employment
Source: Self-asserted source
Sfiso Cebolenkosi Mahlaba

Education and qualifications (4)

University of KwaZulu-Natal: Durban, KwaZulu-Natal, ZA

2019-01-01 to 2022-06-10 | Doctor of Philosophy (Education)
Education
Source: Self-asserted source
Sfiso Cebolenkosi Mahlaba

University of KwaZulu-Natal: Durban, KwaZulu-Natal, ZA

2016-01-01 to 2017-12-31 | Master of Education (Education)
Education
Source: Self-asserted source
Sfiso Cebolenkosi Mahlaba

University of KwaZulu-Natal: Durban, KwaZulu-Natal, ZA

2014-01-01 to 2015-12-31 | Bachelor of Education (Honors) (Education)
Education
Source: Self-asserted source
Sfiso Cebolenkosi Mahlaba

University of KwaZulu-Natal: Durban, KwaZulu-Natal, ZA

2010-01-01 to 2013-12-31 | Bachelor of Education (Education)
Education
Source: Self-asserted source
Sfiso Cebolenkosi Mahlaba

Professional activities (1)

Association for Mathematics Education South Africa: Potchefstroom, North West, ZA

2022-01-01 to 2022-12-31 | Editor (AMESA Conference 2022)
Invited position
Source: Self-asserted source
Sfiso Cebolenkosi Mahlaba

Funding (1)

Self-directed learning for the realization of the significance of multiple solution tasks (MSTs) in South African preservice teachers` geometry problem solving

2023-01 to 2025-12 | Grant
National Research Foundation (Johannesburg, Gauteng, ZA)
Source: Self-asserted source
Sfiso Cebolenkosi Mahlaba

Works (11)

Variations in South African Novice Mathematics Teachers’ Lived Experiences and Reflections on Multiple Solutions Problem-Solving: Implications for Work-Integrated Learning

Educators’ Work Integrated Learning Experiences
2024 | Book chapter
DOI: 10.1007/978-3-031-65964-5_10
Part of ISBN: 9783031659638
Part of ISBN: 9783031659645
Contributors: Sfiso Cebolenkosi Mahlaba; Iman C. Chahine
Source: Self-asserted source
Sfiso Cebolenkosi Mahlaba

A SYSTEMATIC REVIEW OF COMPUTATIONAL THINKING IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS EDUCATION IN AFRICA

32nd Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education
2024-01-18 | Conference paper
Source: Self-asserted source
Sfiso Cebolenkosi Mahlaba

Adapt or preserve: Lecturers’ experiences of teaching and learning during the COVID-19 pandemic in South Africa and their self-directedness

South African Journal of Higher Education
2023 | Journal article
DOI: 10.20853/37-4-4858
Part of ISSN: 1753-5913
Contributors: S. C. Mahlaba; E. Mentz
Source: Self-asserted source
Sfiso Cebolenkosi Mahlaba

A systematic review of the implications for teaching, learning and assessment at South African universities after the Covid-19 pandemic

Perspectives in Education
2023-12-13 | Journal article
DOI: 10.38140/pie.v41i4.6181
Part of ISSN: 2519-593X
Part of ISSN: 0258-2236
Contributors: Sfiso Cebolenkosi Mahlaba; Keabetswe Gordon Sekano
Source: Self-asserted source
Sfiso Cebolenkosi Mahlaba

Blended learning as a catalyst for self-directed learning in universities amid the COVID-19 pandemic: Fourth-year students’ experiences

2022 | Book chapter
DOI: 10.4102/aosis.2022.BK366.05
Contributors: Mncedisi C. Maphalala; Sfiso C. Mahlaba
Source: check_circle
Crossref

Exploring the relationship between commognition and the Van Hiele theory for studying problem-solving discourse in Euclidean geometry education

Pythagoras
2022-07-29 | Journal article
DOI: 10.4102/pythagoras.v43i1.659
Contributors: Sfiso C. Mahlaba; Vimolan Mudaly
Source: check_circle
Crossref

Assessing pre-service mathematics teachers’ problem-solving proficiency using multiple-solution tasks: An imperative for self-directed learning

2021 | Book chapter
DOI: 10.4102/aosis.2021.BK279.09
Contributors: Sfiso C. Mahlaba
Source: check_circle
Crossref

Do not fall into the same trap i nearly did: Experiences of a mathematics education PhD student researching the triangle proportionality theorem

For the Learning of Mathematics
2020 | Journal article
EID:

2-s2.0-85086131325

Part of ISBN:

02280671
Contributors: Mahlaba, S.C.
Source: Self-asserted source
Sfiso Cebolenkosi Mahlaba via Scopus - Elsevier

Reasons why self-directed learning is important in South African during the COVID-19 pandemic

South African Journal of Higher Education
2020-12 | Journal article
DOI: 10.20853/34-6-4192
Part of ISSN: 1753-5913
Source: Self-asserted source
Sfiso Cebolenkosi Mahlaba
grade
Preferred source (of 2)‎

The State of South African Mathematics Education: Situating the Hidden Promise of Multiple-solution Tasks

Eurasia Journal of Mathematics, Science and Technology Education
2020-11-28 | Journal article
DOI: 10.29333/ejmste/9279
ISSN: 1305-8215
ISSN: 1305-8223
Source: Self-asserted source
Sfiso Cebolenkosi Mahlaba

Teaching and learning cyclic quadrilateral theorems using Sketchpad in a Grade 11 class in South Africa

International Journal
2017 | Journal article
Source: Self-asserted source
Sfiso Cebolenkosi Mahlaba

Peer review (1 review for 1 publication/grant)

Review activity for African journal of research in mathematics, science and technology education. (1)
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