Dr. Joyce Mgombelo

Associate Professor (PhD), Department of Educational Studies

St. Catharines, ON
Office: WH 273
905 688 5550 x5117
joyce.mgombelo@brocku.ca

BIO

Dr. Joyce Mgombelo is an Associate Professor of Mathematics Education at Brock University, Ontario, Canada. Her research program focuses on: mathematics cognition; identity; and ethics- based on principles of human cognition. This work is developed from the theoretical perspectives of enactivism, complexity science and psychoanalysis. Dr. Mgombelo’s most recent work includes the SSHRC funded collaborative research projects, “Educating for the 21st Century: post-secondary students learning ‘progmatics’ (computer programming for mathematical investigation, simulation, and real-world modeling)” and “Advancing research methodology in mathematics education for collective learning systems” as well as the Canada Global Affairs collaborative development project, “Capacity Development for mathematics teaching in rural and remote communities in Tanzania”

  • Mathematics education
  • Teacher education
  • Curriculum issues (culture, popular culture, cognition)
  • Qualitative research methodologies (action research, phenomenology, etc.)
  • Complexity science
  • Enactivist and psychoanalytic inquiry in education

Ph.D. Mathematics Education, University of Alberta, Canada

M.Ed.Mathematics Education, University of Alberta, Canada

Bachelor of Science (with Education.) (Honours) Mathematics and Physics, University of Dar es Salaam, Tanzania

2004 – present: Associate Professor: Faculty of Education, Brock University, Canada

2001 – 2004: Assistant Professor: Memorial University of Newfoundland, Faculty of Education, Canada

University Facilitator: University of Alberta, Faculty of Education

– Student teacher supervision

Instructor: University of Alberta, Secondary Education

– Curriculum and Instruction for Secondary Mathematics Minors

1995 – 2001: Research/Teaching Assistantship, Curriculum and Instruction, University of Alberta, Canada

1994 – 2001: Assistant Lecturer (Curriculum and Mathematics Education) University of Dar es Salaam, Tanzania

1992 – 1993: Administrative coordinator, Institute of Technology, Tanzania

1984 – 1990: Secondary School teacher (Mathematics and Physics) Ministry of Education, Tanzania.

Ontario Association of Mathematics Education (OAME)

Fields Institute for Research in Mathematical Sciences –Math-Ed Forum

Psychology of Mathematics Education – North American Chapter (PME-NA)

Canadian Mathematics Education Study Group (CMESG)

Canadian Society for the Study of Education (CSSE)

American Education Research Association (Division B: Curriculum Studies)

Psychology of Mathematics Education – International (PME)

European Society for Research in Mathematics Education (ERME)

Comparative and International Education Society (CIES – Global Mathematics Education SIG)

CURRENTLY TEACHING:

EDUC 8P21Junior /Intermediate Mathematics (Pre-service teacher education)

EDBE 8F83IS Year 1 Math

EDBE 8P29JI Math Part 1

PREVIOUSLY TAUGHT:

EDUC 8P81Intermediate/Senior Mathematics (Pre-service teacher education)

EDUC 8Y21Junior/Intermediate Mathematics (Pre-service teacher education)

EDUC 8L09Principles and Practices for Professional Certification (Pre-service teacher education)

EDUC 8Y31Primary/Junior Mathematics (Pre-service teacher education)

EDUC 5P01:  INNOVATIVE CURRICULUM

EDUC 5P55:   MATHEMATICS IN THE CURRICULUM

EDUC 7P41: JOINT PHD – COGNITION AND LEARNING

2017 -2022
$183,981
Canadian Social Sciences and Humanities Research Council (SSHRC) Insight Grant
Educating for the 21st Century: post-secondary students learning ‘progmatics’ (computer programming for mathematical investigation, simulation, and real-world modeling)
Co-Applicant

2014-2019
$355,375
Canadian Social Sciences and Humanities Research Council (SSHRC) Insight Grant
Advancing research methodology in mathematics education for collective learning systems
Co-Applicant & Organizer

2013
$1200
The Fields Institute for Research in Mathematical Sciences: General Scientific Activity Support
Mathematics Education Research and Mathematics Teaching: Illusions, Reality, and Opportunities – Conference
Principal Investigator

2012-2017
$3, 365, 308
(DFATD contribution
Department of Foreign Affairs, Trade and Development (DFATD) (formerly CIDA): Partners for Development Program – Canadian Universities
(External) )
Capacity Development for Mathematics Teaching in Rural and Remote Communities in Tanzania Coalition member)
(Co-applicant)

2011-2015
$219,175
Canadian Social Sciences and Humanities Research Council (SSHRC) Partnership Development Grant (External)
Partnership Development to Research Possibilities for Primary Mathematics Teacher Development in Rural and Remote Communities – Co-Investigator (PI: Dr. Elaine Simmt – University of Alberta)
Co-applicant

2010-2011
$25,000
Canadian Social Sciences and Humanities Research Council (SSHRC) International Opportunity Fund
(External)
Supporting and Sustaining Elementary Mathematics Teacher Development in Tanzania: Lessons for Universities
Co-investigator working with Elaine Simmt (PI)
Florence Glanfield (co-investigator University of Alberta
Co-applicant

2010
$15,000
Elementary Teachers Federation of Ontario (ETFO) (External)
How collaborative action research promotes professional development amongst elementary school teachers working together. (Co- Investigator). Working with Kamini Jaipal-Jamani (PI) and Candace Figg (co-investigator
Co-Investigator

2008-09
$35,000
Elementary Teachers Federation of Ontario (ETFO) –(External)
Teachers Learning Together: Professional Development through Action Research
Principal Investigator

2008
$10,000
Government of Canada International Scholarship Graduate Students Exchange Program (GSEP)
Training Programmes for Mathematical Literacy teachers at North West University (South Africa) and at Brock University (Canada)
Applied on behalf of Fransman, Joany and supervisor for the exchange program

2006-07
$5,500
Brock University BUAF- Seed Grant (Internal)
Mathematics Learning Objects: Establishing a Mathematics Learning Community building on Brock MICA philosophy
Principal Investigator with

 

Book Chapters 

Simmt, E., Binde, A., Glanfield, F., & Mgombelo, J. (in press). Developing Capacity for Teacher Inservice Education in Rural Tanzania: Embracing Emergent Phenomena. Handbook of Quality of Life in African Societies (Springer).  

Jarvis, D., Mgombelo, J. & Franks, D. (2013). Mathematics as a Content Area for Collaborative Action Research:  In Ruth Dawson (Ed.). Teachers Learning together: lessons from collaborative action research in practice. Elementary Teachers’ Federation of Ontario (ETFO), Toronto, p 81-94 

Toor, A. & Mgombelo, J. (2016). Teaching mathematics through storytelling: Engaging the ‘being’ of a student in mathematics. In Krainer, K., & Vondrová, N. (Eds.). (2015). Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (CERME 9, February 4 – 8, 2015). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME. 

Toor, A. & Mgombelo, J. (2018). Math Centers: A Pedagogical Tool for Student Engagement in Intermediate Math Class.  Dooley, T. & Gueudet, G. (Eds.). (2017). Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017). Dublin, Ireland: DCU Institute of Education & ERME.  

Journal Articles 

Mgombelo, J., Toledo, T. & Rapke, T. (2016). Creating space or conditions to attend to otherness.  For the Learning of Mathematics (FLM), 36(3) 43-45 

Buteau, C., Muller, E., Marshall, N. & Mgombelo, J.  (2016). Undergraduate Mathematics Students Appropriating Programming as a Tool for Modelling, Simulation, and Visualization: A Case Study. Digital Experiences in Mathematics Education, 2(2), 142-166 

Reid, D. & Mgombelo, J. (2015). Survey of key concepts in enactivist theory and methodology. ZDM Mathematics Education, 47, 171–183 

Blom, R., Lu, C., Mgombelo, J.(2015). Mindful Pedagogy: Invocating the Concept of Play Beyond the Confines of Recess. Paideusis, North America, 22, no. 2, 38-49 jun. 2015.  

Mgombelo, J. & Buteau, C. (2012). Learning mathematics needed for teaching through designing, implementing, and testing learning objects. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, 3, 1-16   

Mgombelo, J. & Buteau, C. (2009). Prospective Secondary Mathematics Teachers Repositioning by Designing, Implementing and Testing Learning Objects: A Conceptual Framework. To appear in International Journal of Mathematics Education, Science and Technology, 40(8), 1051-1068 

Muller, E., Buteau, C., Ralph, B., & Mgombelo, J. (2009): Learning mathematics through the design and implementation of Exploratory and Learning Objects. In International Journal for Technology in Mathematics Education, 16 (2), 63-74.  

Carson, T., Johnston, I., Mangat, J., Mgombelo. J., Richardson, G., Tupper, J. & Wiltse, L. (2003). Performing the Problematics and Possibilities of Developing a Curriculum for Cultural Diversity. Educational Insights (Special Issue: E- voking Curriculum) (Co-author) 

Mgombelo, J. (2006) Teaching and Ethics in Complexity Science: The ethics of Absolute Unitary Being. Complicity: An International Journal of Complexity and Education, 3 (1), 21-38 

Mgombelo, J. (2003). Cartesian Subjectivity and the question of knowledge. Educational Insights (Special Issue: E- voking Curriculum)  

Research Reports 

Paslawski, L., Glanfield, F., Mgombelo, J., Simmt, E., Binde, A., Ching’ole, P., & Luhindi, M. (2018). Capacity development for mathematics teaching in rural and remote communities in Tanzania: Final report. Ottawa ON: Global Affairs Canada. 

Paslawski, L., Binde, A., Glanfield, F.,  Mgombelo, J.,  &  Simmt, E.With the support of:Ching’ole, C. & Luhindi, M. (2017). Annual Work Plan. April 1, 2017– March 31, 2018: Capacity Development for Mathematics Teaching in Rural and Remote Communities in Tanzania. Prepared for Global Affairs (formerly, Department of Foreign Affairs, Trade and Development (DFATD – formerly CIDA) 

Paslawski, L., Binde, A., Glanfield, F.,  Mgombelo, J.,  &  Simmt, E.With the support of:Ching’ole, C. & Luhindi, M. (2017). Annual Report April 1, 2016– March 31, 2017:Capacity Development for Mathematics Teaching in Rural and Remote Communities in Tanzania. Prepared for Global Affairs (formerly, Department of Foreign Affairs, Trade and Development (DFATD – formerly CIDA) 

Paslawski, L., Binde, A., Glanfield, F.,  Mgombelo, J.,  &  Simmt, E.With the support of:Ching’ole, C. & Luhindi, M. (2017). Annual Work Plan. April 1, 2016– March 31, 2017: Capacity Development for Mathematics Teaching in Rural and Remote Communities in Tanzania. Prepared for Global Affairs (formerly, Department of Foreign Affairs, Trade and Development (DFATD – formerly CIDA) 

Paslawski, L., Binde, A., Glanfield, F.,  Mgombelo, J.,  &  Simmt, E.With the support of:Ching’ole, C. & Luhindi, M. (2017). Annual Report April 1, 2015– March 31, 2016:Capacity Development for Mathematics Teaching in Rural and Remote Communities in Tanzania. Prepared for Global Affairs (formerly, Department of Foreign Affairs, Trade and Development (DFATD – formerly CIDA) 

Paslawski, L., Binde, A., Glanfield, F.,  Mgombelo, J.,  &  Simmt, E.With the support of:Ching’ole, C. & Luhindi, M. (2017). Annual Work Plan. April 1, 2015– March 31, 2016: Capacity Development for Mathematics Teaching in Rural and Remote Communities in Tanzania. Prepared for Global Affairs (formerly, Department of Foreign Affairs, Trade and Development (DFATD – formerly CIDA) 

Paslawski, L., Binde, A., Glanfield, F.,  Mgombelo, J.,  &  Simmt, E.With the support of:Ching’ole, C. & Luhindi, M. (2017). Annual Report April 1, 2014– March 31, 2015:Capacity Development for Mathematics Teaching in Rural and Remote Communities in Tanzania. Prepared for Global Affairs (formerly, Department of Foreign Affairs, Trade and Development (DFATD – formerly CIDA) 

Paslawski, L., Binde, A., Glanfield, F.,  Mgombelo, J.,  &  Simmt, E.With the support of:Ching’ole, C. & Luhindi, M. (2017). Annual Work Plan. April 1, 2014– March 31, 2015: Capacity Development for Mathematics Teaching in Rural and Remote Communities in Tanzania. Prepared for Global Affairs (formerly, Department of Foreign Affairs, Trade and Development (DFATD – formerly CIDA) 

Paslawski, L., Binde, A., Glanfield, F.,  Mgombelo, J.,  &  Simmt, E.With the support of:Ching’ole, C. & Luhindi, M. (2017). Annual Work Plan. Nov, 2012– March 2014: Capacity Development for Mathematics Teaching in Rural and Remote Communities in Tanzania. Prepared for Global Affairs (formerly, Department of Foreign Affairs, Trade and Development (DFATD – formerly CIDA) 

Mgombelo, J. & Buteau, C. (2013). Mathematics Education Research and Mathematics Teaching: Illusions, Reality, and Opportunities. Scientific Activity Report submitted to The Fields Institute for Research in Mathematical Sciences, University of Toronto, June 28, 2013 

Simmt, E. Glanfield, F., Mgombelo, J., & Binde, A. Capacity Development for Mathematics Teaching in Rural and Remote Communities in Tanzania: Project Implementation Plan (35pgs). Submitted to CIDA  

 Mgombelo, J. & Msabila, D. (2012. A Case Study of District Education Leadership. A research report presented at SSHRC partnership project: Partnership Development to Research Possibilities for Primary Mathematics Teacher Development in Rural and Remote Communities, Tanzania Institute of Education, Dar-es-Salaam, Tanzania, August 2012  

Halai, A., Kajoro, P. & Mgombelo, J (2012). Mathematics Teacher Preparation for Multilingual Classrooms in Tanzania: Case of a Teacher Training College. A research report presented at SSHRC partnership project: Partnership Development to Research Possibilities for Primary Mathematics Teacher Development in Rural and Remote Communities, Tanzania Institute of Education, Dar-es-Salaam, Tanzania, August 2012 

Maciejewski, W., Mgombelo, J. & Savard, A. (2012). Report of the Working group: Meaningful  Procedural  Knowledge in Mathematics Learning. In Peter L (Ed.) Proceedings of the annual meeting of Canadian Mathematics Education Study Group (CMESG), Memorial University, St. John’s June 10-14, 2011 

Jaipal, K. & Mgombelo, J. (2011). Teachers Learning Together: A Case Study of Teachers Learning about the Communication Process in Mathematics. Report prepared for Elementary Teachers Federation of Ontario (ETFO) 

Mgombelo, J., & Jaipal, K. (2010). Mathematics professional learning through collaborative action research: Three case studies. 49 pp. Prepared for the Elementary Teachers Federation of Ontario. 

Mgombelo, J., Orzech, M., Poole, D. & René de Cotret, S. (2006). [Field]Report of the CMESG Working Group: Secondary Mathematics Teacher Development (La formation des enseignants de mathématiques du secondaire). In Peter L (Ed.) Proceedings of the annual meeting of Canadian Mathematics Education Study Group (CMESG), University of Calgary 

Vanderlee, M.L., Grierson, A., Gallagher, T., & Mgombelo, J. (2006). Final Report for the Literacy and Numeracy Secretariat: Evaluation of the Niagara Catholic District School Board’s Demonstration Classroom Project. (Tech. Rep. No. 1). Ontario, Canada: Brock University, Faculty of Education 

Blades, D., Johnston, I., Simmt, E., Mgombelo, J., Wiltse, L., & Leard, D. (2000). Cultural Diversity and Secondary School Curricula. The Canadian Race Relations Foundation, Toronto 

Simmt, E., Glanfield, F., Gieri, M., Hauk, M., Johnson, R., McCabe, K., Mgombelo, J., Mowat, E., Pinco, E., Quinn, B., Sookochoff, S. (1999). The Teaching Practices Project. A report submitted to Alberta Learning, Edmonton AB.