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Dr. Patricia Phiri Nalube
RESEARCH AND PUBLICATIONS OF Dr. Patricia Phiri Nalube

Area of Specialization: Teacher education and issues pertaining to the teaching and learning of Mathematics.
PUBLICATIONS Peer reviewed journal articles, conference proceedings and book chapter.
Nalube, P. P. & Adler, J. (2012). Teacher educators’ perspectives on working with learner mathematical thinking: A Zambian study.The Psychology of Mathematics Education (PME 36): “Opportunities to learn in Mathematics Education”. 1, 258. ISSN 0771100X.
Nalube, P. P. (2012). Student teachers’ thinking of learner mathematical thinking: Developing a methodology for describing and analyzing data. The Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE): “Mathematics, Science and Technology: Education: A key to sustainable development”. 152 – 155. ISBN: 9780986980046.
Nalube, P. P. (2011). Student teachers’ orientations to participation in a discourse of engaging with learner mathematical thinking: A focus on error. The Association for Mathematics Education of South Africa (AMESA): “Mathematics in a globalised world”. 209 – 222. ISBN: 9780620473781.
Nalube, P. P. (2010). Student teachers, learner thinking, and opportunity for all to make sense in algebra: How do these relate? Africa Regional Congres of the International Commission on Mathematical Instruction (ICMI): “Mathematics education as a leading edge in Education for All (EFA) framework”.
Venkat, H., Graven, M., Lampen, E., & Nalube, P. (2009). Critiquing the Mathematical Literacy assessment taxonomy: Where is the reasoning and the problem solving? Pythagoras, 70, 43 – 56. ISSN 10122346.
Venkat, H., Graven, M., Lampen, E., Nalube, P., & Chitera, N. (2009). Reasoning and reflecting in Mathematical Literacy. Learning and teaching mathematics, 7, 47 – 53.
Nalube, P. P. (2007). Establishing Links between Classroom Mathematics and Everyday Life of Learners. Proceedings of DLAC – III/Third Internationa Workshop on Distributed Learning and Collaboration with the theme Modeling in Mathematics Learning: Approaches for Classrooms of the Future. 23 – 25 July. Pg 46 – 52. Makerere University, Kampala – Uganda.
Nalube, P. P.; Nkosha, D. and Ng’ambi M. R. (2007) Basic Education in Zambia. Proceedings of the 3rd Africa–Asia University Dialogue Seminar Report: Experiences and Issues on Basic Education Development. 27 February – 1 March. Pg 21 – 45. Hiroshima University, Japan.
Phiri, P. (2005) Investigating learners’ problem solving strategies involving algebraic thinking. In Adler, J. and Kazima. M. (Eds.) Proceedings of the 1st African Regional Congress of the International Commission on Mathematical Instruction (ICMI). 22 – 25 June. University of the Witwatersrand, South Africa.
Phiri, P. (2003) Investigating Problem Solving in Algebra. In Putsoa B., Dlamini M., Dlamini B., and Kelly V. (Eds.) Proceedings of the 11th Annual SAARMSTE Conference. 11 – 15 January. Pg 214 –216. Waterford Kamhlaba, Swaziland: Webster Print (PTY) LTD.
Tabakamulamu, M.; Haambokoma, C. and Nalube, P. P. (2007). Mathematics Teacher Education in Zambia. In Adler, J.; Kazima, M.; Mwakapenda. W.; Nyabanyaba,
T. and Xolo. S. (Eds.) Mathematics Teacher Education: Trends Across Twelve African Countries. Chapter 7. Marang Centre for Mathematics and Science Education: Johannesburg, South Africa.
