Dr Philemon Chigeza ~ Senior Lecturer

Dr Philemon Chigeza is broadly interested in representation and systems of representation in mathematics education in physical, blended and virtual learning spaces.

Philemon’s earlier research focused on developing capacity building pedagogies that affirm students’ lived languages, experiences and knowledge in their learning. His work explores the notion of agency and students’ negotiation of language and culture in mathematics and science classrooms.

Much of his present research is focused on emerging technology-based curriculum innovation designed to enhance engagement and learning, particularly for blended and virtual spaces. Philemon is also passionate about issues of environmental sustainability and how schools, electronic media and the home can be productively used to work towards a more sustainable and just society.

 

Teaching

• ED1492: Teaching Mathematics and Numeracy in Primary and Early Childhood Settings (Level 1; CNS)
• ED2093: Early Childhood Mathematics and Numeracy (Level 2; ONL & TSV)
• ED2193: Mathematics Education for Primary School (Level 2; CNS, ONL & TSV)
• ED3096: Early Childhood Mathematics and Numeracy 2 (Level 3; TSV)
• ED3497: Advanced Mathematics Education (Level 3; CNS & TSV)
• ED5962: Mathematics Education for Primary Teachers (Level 5; CNS & TSV)
• ED5978: Collecting, Analysing and Reporting Data: Leading for Learning (Level 5; CNS & TSV)

Interests

Research

• Mathematical representation
• Technology enabled active learning spaces
• Enhanced online engagement and learning
• Science literacy
• Numeracy
• Environmental sustainability

Research Disciplines

• Specialist studies in education (3904)
• Curriculum and pedagogy (3901)

Socio-Economic Objectives

• Teaching and curriculum (1603)

These are the most recent publications associated with this author. To see a detailed profile of all publications stored at JCU, visit ResearchOnline@JCU. Hover over Altmetrics badges to see social impact.

Journal Articles

• D'Aietti K, Lewthwaite B and Chigeza P (in press) Negotiating the pedagogical requirements of both explicit instruction and culturally responsive pedagogy in Far North Queensland: teaching explicitly, responding responsively. The Australian Journal of Indigenous Education, , DOI:10.1017/jie.2020.5.
• Suleman A and Chigeza P (2019) Enhancing participation of first-year education students: focusing on life circumstances. Australian and International Journal of Rural Education, 29 (2), pp. 53-65.
• Chigeza P (2018) Educators' perceptions of the role of language when kindergarten children learn numeracy. Nalans: Journal of Narrative and Language Studies, 6 (11), pp. 205-216.
• Njaramba J, Chigeza P and Whitehouse H (2018) Barriers and challenges experienced by migrant African women entrepreneurs in North Queensland, Australia. Entrepreneurship and Sustainability Issues, 5 (4), pp. 1054-1068, DOI:10.9770/jesi.2018.5.4(25).
• Chigeza P, Jackson C and Neilson A (2017) Perceptions on the role of a pre-service primary teacher education program to prepare beginning teachers to teach mathematics in Far North Queensland. Australian Journal of Teacher Education, 42 (11), pp. 135-149.
• Chigeza P and Sorin R (2016) Kindergarten children demonstrating numeracy concepts through drawings and explanations: Intentional Teaching within play-based learning. Australian Journal of Teacher Education, 41 (5), pp. 64-77, DOI:10.14221/ajte.2016v41n5.5.
• D'Aietti K, Lewthwaite B and Chigeza P (2015) Negotiating the dominant discourses of explicit instruction and culturally responsive pedagogy in the Far North Queensland context: a teacher's journey. Etropic: electronic journal of studies in the tropics, 14 (1), pp. 37-43.
• Halbert K and Chigeza P (2015) Navigating discourses of cultural literacy in teacher education. Australian Journal of Teacher Education, 40 (11), Article: 9, pp. 155-168, DOI:10.14221/ajte.2015v40n11.9.
• Njaramba J, Chigeza P and Whitehouse H (2015) Financial literacy: the case of migrant African-Australian women entrepreneurs in the Cairns region. Entrepreneurship And Sustainability Issues, 3 (2), pp. 198-208, DOI:10.9770/jesi.2015.3.2(7).
• Adam R and Chigeza P (2014) Beyond the binary: dexterous teaching and knowing in mathematics education. Mathematics Teacher Education and Development, 16 (2), pp. 108-125.

Book Chapters

• Adam R, Whitehouse H, Stevenson R and Chigeza P (2019) The socioecological (un)learner: unlearning binary oppositions and the wicked problems of the Anthropocene. In: Touchstones for Deterritorializing Socioecological Learning: the Anthropocene, posthumanism and common worlds as creative milieux. Palgrave Macmillan, Cham, Switzerland, pp. 49-74

Conference Papers

• Chigeza P (2016) Beyond binary thinking, knowing and teaching mathematics. [Presented at the 2016 Queensland Association of Maths Teachers Annual Conference]. In: QAMTAC-16: Queensland Association of Maths Teachers Annual Conference: big things STEM from maths, 25-26 June 2016, Cairns, QLD, Australia

More

ResearchOnline@JCU stores 30+ research outputs authored by Dr Philemon Chigeza from 2007 onwards.

Advisory Accreditation: I can be on your Advisory Panel as a Primary or Secondary Advisor.

These Higher Degree Research projects are either current or by students who have completed their studies within the past 5 years at JCU. Linked titles show theses available within ResearchOnline@JCU.

Current

• Peer to peer mentoring to support transitions to secondary schools and develop leadership skills (PhD , Primary Advisor/AM/Adv)
• Education for Sustainability in the Civics and Citizenship Curriculum in Far North Queensland (PhD , Primary Advisor/AM/Adv)
• An Investigation into enhancing student participation in calculus based senior mathematics in Queensland. (PhD , Primary Advisor/AM/Adv)
• An Investigation of the Adoption of Learning Glass and Creation of Learning Objects by University Academics (PhD , Primary Advisor/AM/Adv)
• A case study inquiry into the implementation of a professional learning intervention in cultural competence and culturally responsive pedagogy to support refugee students (PhD , Primary Advisor)
• Investigating the Pedagogical Efficacy of Current Tools used in the Teaching of Coding to different age groups (Masters , Primary Advisor)

Completed

• “we Let ‘em Go!” Transition from Remote Community to Boarding School: the Lockhart River Experience;; (2021, PhD , Secondary Advisor)
• Negotiating the dominant discourses of explicit instruction and culturally responsive pedagogy in the Far North Queensland context: a teacher's journey (2017, PhD , Secondary Advisor)
• Kenyan farmers' perceptions of and adaptations to climate change before and after a radio program intervention (2017, PhD , Secondary Advisor)