Faculty of Education

Dr Immaculate Namukasa

Associate Professor

Profile

Welcome to my home page.

I am an Assistant Professor in mathematics education.

I am currently teaching the following courses: graduate and undergraduate courses

My work in progress includes: Dynamics of Attending in Mathematics Among Pre-service Teachers and Learners; Problem solving and its mathematical, experiential and pedagogical role; Theoretical discussions on use of virtual or concrete teaching materials; Curriculum reform in developing countries.

I joined the faculty at Western from the University of Alberta, where I was a Doctoral student in the department of Secondary Education.

Before that I taught secondary school mathematics and geography in Uganda. I also participated in curriculum design, national examinations writing and marking, and instructional materials reviewing, vetting and development.

My doctoral research focused on students’ mathematical attentiveness and learning. I adopted the stance that thinking mathematically is more than perceiving, interpreting and experiencing mathematically; it is seen as acting and being in ways that expand the landscape of what is mathematically possible.

My research in progress includes: how students make sense of mathematics; the phenomenology of knowing; and the role schooling plays in globalization; Problem solving and its mathematical, experiential and pedagogical role; Theoretical discussions on use of virtual or concrete teaching materials; Curriculum reform in developing countries. I adopt metaphors from complexity science to investigate these issues and to inform my teaching.

  • BSC/ED, Makerere University
  • MSC-Partially Completed, Makerere University
  • Ph.D, University of Alberta

Expertise Areas

Recent Publications

Articles in refereed journals (* with a student)

16

Xiao, L., & Namukasa, I. K. (2015). Design-based Math Workshops. New Library World.

15

Kajander, A., Kotsopoulos, D., Martinovic, D., Whiteley, W., Craven, S., Hanna, G., Jarvis, D., Mgombelo, J., Namukasa, I. K., Pyper, J., Roulet, G. (2013). Mathematics pre-service teacher education in Ontario: Consultation Brief Regarding the Extended Pre-Service Program. Fields Mathematics Education Journal, pp. 81-41. http://www.fields.utoronto.ca/journalarchive/FMEJ/81-41.pdf

14

Namukasa, I. K., Dent, S., Minello, K., & Stabiano, A (2013). Paul Erdös: Problem posing and Constellations in Mathematics. Mathematical Medley, 38(1), 16-29.Available at http://sms.math.nus.edu.sg/Publication/Publication.aspx

13

Namukasa, I. K., & Gadanidis, G. (2011). The I Teach Mathematics online project: Learning and teaching through problem solving studied in video interviews on innovative practices. International Journal of Information and Education Technology, 1(4), 321-330.

12

Namukasa, I. K. (2011). Teaching through mathematics problems: Redesigned for a focus on mathematics. International Journal of Mathematics Trends and Technology (IJMTT), 1(1), 50-56.

11

*Lang, M., & Namukasa, I. K., (2011). Problem solving as a pedagogical practice: Useful conceptions of Mathematics Professional Learning. Literacy Information and Computer Education, 1(4), 313–322.

10

Namukasa, I. K., & Gadanidis, G. (2010). Mathematical tasks as experiential therapy for elementary pre-service teachers. International Journal for Mathematics Teaching and Learning. Retrieved from http://www.cimt.plymouth.ac.uk/journal/default.htm.

9

Hibbert, C., Stooke, R., Pollock, K., Namukasa, I. K., Farahnaz, F., & O’Sullivan, J. (2010). The ‘Ten-Year Road’: Joys and Challenges on the Road to Tenure. Journal of Educational Thought, 44(1) 69–83.

8

Jarvis, D., & Namukasa, I. K. (2009). Geometry, Geography, and Equity: Fostering Global-Critical Perspectives in the Elementary Mathematics Classroom. Delta-K, 46(2), 18–26

7

Gadanidis, G., & Namukasa, I. K. (2009). A Critical Reflection on Mathematics-for-Teaching. Acta Scientia, 11(1), 21–30.

6

*Namukasa, I. K., Gadanidis, G., & Cordy, M. (2009). How to feel about and learn mathematics: Therapeutic intervention and attentiveness. Mathematics Teacher Education and Development, 9, 4663. Available at http://www.merga.net.au/documents/MTED%20Vol%2010%201_12_Namukasa.pdf

5

*Namukasa, I. K., Stanley, D., & Tutchie, M. (2009). Virtual Manipulative Materials in Secondary Mathematics: A Theoretical Discussion. Journal of Computers in Mathematics and Science Teaching, 28(3), 277307.

4

*Gadanidis, G., Namukasa, I. K., & Moghaddam, A. (2008). Mathematics-for-teachers online: Facilitating conceptual shifts in elementary teachers' views of mathematics. Bolema, 29, 131–155.

3

Gadanidis, G., & Namukasa, I. K. (2007). Mathematics-for-teachers (and students). Journal of Teaching and Learning, 5(1), 13-22. Available athttp://hrgpapers.uwindsor.ca/ojs/leddy/index.php/JTL/article/viewArticle/277.

2

*Namukasa, I. K., & Buye, R. (2007). Decentralization and Education in Africa: The Case of Uganda. Canadian and International Education, 36(1), 93–116.

1

Namukasa, I. K. (2004). Globalization and school mathematics. Interchange, 35(2), 209–227. Available at http://www.springerlink.com/content/18221k340185w43k/.

Chapters in Books

8

*Namukasa I, K., Gadanidis, G., Sarina, V., Scuculga, R., & Aryee K. (in press). Selection of apps for teaching difficult math topics: concrete props, virtual applets and touch pad apps. In P. Moyer-Packenham (Eds.), International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives (pp). Dordrecht: Springer.

7

Gadanidis, G., & Namukasa, I. K. (2011). New media and online mathematics learning for teachers. D. Martinovic, V., Freiman, and Z. Karadag (Eds.), Visual Mathematics and Cyber learning. Dordrecht:

6

*Namukasa, I. K., Kaahwa, J., Quinn, M., & Ddungu, R. (2011). Critical curriculum renewal in Africa: the character of school mathematics in Uganda. In A. Abdi (Ed.). Decolonizing philosophies of education. Rotterdam: Sense.

5

Namukasa, I. K., Quinn, M., & Kaahwa, J. (in press). Historical influences on mathematics teaching and learning in Uganda. In A. Pitman (Ed.), Historical influences on mathematics teaching and learning. Rotterdam: Sense.

4

Namukasa, I. K., & Ddungu, R. (in Press). The Character of School Mathematics in Uganda. In A. Pitman, The Character of School Mathematics around the world. Rotterdam: Sense.

3

Gadanidis, G. & Namukasa, I. K. (2009). Teacher tasks for mathematical insight and reorganization of what it means to learn mathematics. In B. Clarke, B. Grevholm, and R. Millman, (Eds.). Effective Tasks in Primary Mathematics Teacher Education (pp. 113–130). NY.: Springer. Available at http://www.springerlink.com/content/u42386wqr52215uj/

2

Gellert, U, Amato, S., Bairral, M., Zanette, L., Bloch, I., Gadanidis, G., Namukasa, I. K., Krummheuer, G.  Grevholm, B. Bergsten, C.  Miller, D., Peter-Koop, A., Wollring, B., Proulx, J., Rosu, L., Arvold, B., Sayac N. (2009). Practising Mathematics Teacher Education: Expanding the Realm of Possibilities. In R. Even, & D. L. Ball (Eds.), The Professional Education and Development of Teachers of Mathematics (pp 35–55). Dordrecht: Springer. Available at http://www.springerlink.com/content/r53x2115175kt618/

1

Lerman, S., Amato, S., Bednarz, N., David, M., Durand-Guerrier, V., Gadanidis, G., Huckstep, P., Moreira, P., Morselli, F., Movshovitz-Hadar, N.,  Namukasa, I. K., Proulx, J., Rowland, T.,  Thwaites, A.,  & Winsløw, C.  (2009). Studying Student Teachers' Voices and Their Beliefs and Attitudes. In R. Even, & D. L. Ball (Eds.), The Professional Education and Development of Teachers of Mathematics pp. 73–82. Dordrecht: Springer. Available at http://www.springerlink.com/content/xv52536256241183/

Teaching and Supervision

I am currently teaching the following courses:

  • 641 Graduate Course, Testing and Assessing Student Learning
  • 52 S Historical-Conceptual Development of Mathematics
  • 678 Graduate Course, Diverse Traditions: Approaches to Educational Research
  • 564 Graduate Course, Teaching and Learning Mathematics
  • Mathematics 24: Mathematics in the Elementary School
  • J/I Mathematics: Teaching and Learning Theory in Elementary Mathematics

Previously I taught the following courses at the University of Alberta

  • EDEL 316: Communication Through Mathematics
  • EDSE 337: Curriculum and Teaching in Secondary School Mathematics

Other

I TEACH MATH Project

I TEACH MATH Project Blog http://www.namukasa.ca/

Math-for-Teaching Problems solving videos:

The Math of Chop sticks http://www.namukasa.ca/Mathematics_of_Chopsticks/index.html

The Great Fraction Debate http://www.namukasa.ca/Great_Fraction_Debate/index.html

The Math of Swinging Pendulums http://www.namukasa.ca/Mathematics_of_Swinging_Pendulums/index.html

The Math of Wage Labour http://www.namukasa.ca/Mathematics_of_Wage_Labour/index.html

The Art of a Straight Line http://www.namukasa.ca/Art_of_a_Straight_Line/index.html


These are the websites, conferences and documents I regularly visit:

Educational Weblinks
Ministry of Educationlink to the Ministry
Ontario College of Teachersprovincial teachers' association
Complexity and Educationforum for educators interested in complexity research
Ontario Curriculumcurriculum documents
NCTM IlluminationsSupport resources for Reform curriculum
Faculty of EducationFaculty website, University of Western, Ontario
Conferences
CMESGMay, Canadian Mathematics Education Study Group
PMEJuly, International Psychology of Mathematics Education Conference
Complexity & EducationOctober, Complexity Research Educators
Supporting Documents
MathematicsTeaching Resourcesa list of resources for inservice teachers
My CVa PDF copy of my resume
JI Math Course Outlinea course outline for my JI class