Faculty & Staff
Sihlobosenkosi Mpofu
Office location: McKibbin Centre
sihlobosenkosimpofu@burmanu.ca
Education
Biography
Sihlobosenkosi Mpofu is an academic and education specialist in Mathematics education. He is currently with Burman university in Lacombe, Alberta, Canada. In the past he has been at the University of Ottawa as a visiting scholar. His research includes studies on learners’ mathematical discourse, including how learners understand advanced mathematical concepts such as functions and hyperbolas. He has worked extensively in the field of education in South Africa, focusing on mathematics teaching, learning, and learner discourse in schooling. He has held several positions in public education including lecturing in Mathematics education at Sol Plaatje University in Kimberley, South Africa, Being a Mathematics National examination verifier for Matric Mathematics, Senior Mathematics At Bala Wande (a foundation phase mathematics development program), Academic Manager with Pearson Institute of Higher Education (Private university).
Current Research or Professional Activities
Tshuma, N,. Mpofu, S., et al (2024). The transformative impact of community-led monitoring in the South African health system: A comprehensive analysis. https://doi.org/10.3389/ijph.2024.1606591
Sapire I., Isaac P., Mpofu S., Sako L., Seoloana M., Ndamase T., & Mafilika V., (2022) The implementation of the Bala Wande programme in Grade 1 in three provinces: Lessons learned. P 207-228 Oxford university press.
Mpofu S., Isaac P., Ndamase T., Sonjica L., Sapire I. (2021) Bala Wande—Foundation Phase Mathematics OER: Collaborative Development and Use. In: Burgos D., Olivier J. (eds) Radical Solutions for Education in Africa. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-16-4099-5_11
Mpofu, S. & Mudaly, V., (2020), Grade 11 Rural Learners Understanding of Functions: A Commognition Perspective, https://doi.org/10.1080/18117295.2020.1798670
Mudaly, V. & Mpofu, S., (2019), Learners’ view on asymptotes of a hyperbola and exponential function: A commognitive approach, Problems Of Education In The 21st Century, http://oaji.net/articles/2019/457-1575642547.pdf
Mpofu, S. & Pournara, C., (2017), Learner participation in the functions discourse: a focus on asymptotes of the hyperbola, African Journal of Research in Mathematics, Science and Technology Education, DOI: 10.1080/18117295.2017.1409170
Pournara, C., Mpofu, S. & Sanders, Y., (2015), ‘The grade 9 maths ANA – What can we see after three years?’, Learning and Teaching Mathematics 18, 34–41.
Reviewed the following international Mathematics Education Journals:
EJMSTE-42645-2026
BEYOND TEACHING: BLACK AND HISPANIC CALCULUS STUDENTS DESCRIBE INTERACTIONS WITH FACULTY
EJMSTE-34646-2025
A Systematic Review of Artificial Intelligence in High School STEM Education Research
Title: GESTURES AND THE SPOKEN LANGUAGE: A CRUCIAL SEMIOTIC AND SYMBIOTIC RELATIONSHIP IN MULTILINGUAL MATHEMATICS CLASSES
EJMSTE-18285-2022
Validity of STEM-Based Modelling Instrument for Pre-Service Teachers of Mathematics Education: A Pilot Study
EJMSTE-17469-2022
Analysing influence of TASC Model to Teach Mathematics with Improvement of Cognitive Abilities in Elementary School Students
EJMSTE-15452-2022
Professional Development of Teachers in a Training Task in the Context of Early Algebraic Thinking
EJMSTE-14256-2021
Rural teachers’ use of multiple representations during functions lessons
EJMSTE-15032-2022
The Construction of Arts Integrated Math Curriculum Model for Schools with High Density of New Second Generation Students in Taiwan