Corin Mathews

About

Dr. Corin Mathews is a distinguished mathematics educator and researcher with over three decades of experience in teaching and teacher education. Currently a Senior Lecturer at the University of the Witwatersrand (Wits), he has held this role since 2005, following an earlier career as a school teacher with the Gauteng Department of Education. His work focuses on early grade mathematics, particularly mental mathematics, additive and multiplicative reasoning, and teacher education. He has led major national projects, including the Mental Maths Work-Integrated Learning (MM-WIL) initiative and the PRIMTED Standards project, collaborating with multiple universities to improve the quality of mathematics education in South Africa. Dr. Mathews has published extensively in peer-reviewed journals, presented at local and international conferences, and contributed to edited books. His research has developed frameworks for assessing pre-service teachers’ mathematical thinking and lesson delivery. He serves on editorial boards, reviews academic articles and theses, and supervises postgraduate students. Passionate about building mathematical resilience, Dr. Mathews emphasizes conceptual understanding, student collaboration, and inclusive teaching practices. He is also active in community outreach, supporting local schools and sports initiatives. His ongoing work continues to shape mathematics education policy and practice in South Africa and beyond.

Work

Wits University

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Lecturer

South Africa

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Education

Wits University

South Africa
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PhD

Publications

Exploring how two assessment tools evaluated six learners' approaches to solving base ten additive tasks

South African Journal of Childhood Education

journal-article

IMPROVING PRE-SERVICE TEACHERS’ UNDERSTANDING OF MULTIPLICATIVE RELATIONS THROUGH A TARGETED TEACHING INTERVENTION

INTED Proceedings

conference-proceedings

EXPLORING STUDENT-CREATED MATHEMATICS PICTURE BOOKS: A STRUCTURAL AND VARIATION THEORY APPROACH

EDULEARN25

conference-proceedings

BRIDGING THE GAP: EMPOWERING LEARNERS WITH DIVERSE NEEDS THROUGH INCLUSIVE MATHEMATICS STRATEGIES

INTED Proceedings

conference-proceedings

An introduction to early grade mental mathematics and number sense

South African Journal of Childhood Education

journal-article

Mental mathematics knowledge for teaching of ‘high gain’ pre-service teachers

South African Journal of Childhood Education

journal-article

INSIGHTS ABOUT PRE-SERVICE TEACHERS (PST) IMPLEMENTATION OF A MATHS INTERVENTION IN A WIL PROGRAMME

Come and be Counted 15th International Congress on Mathematical Education. Sydney, Australia

conference-proceedings

Incorporating attention to mental mathematics in pre-service teacher education: The Mental Mathematics Work-Integrated Learning Project

31st Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education

conference-proceedings

South African teachers work with division actions in Grade 3

South African Journal of Childhood Education

journal-article

Developing design principles to enhance pre-service teachers’ understanding of number structure and mathematical equivalence in early grade mathematics

African Journal of Research in Mathematics, Science and Technology Education

journal-article

Improving Strategic Competence in Young Learners

46th Conference of the International Group for the Psychology of Mathematics Education

conference-proceedings

Difficulties when solving sharing situations with grouping actions.

45th Conference of the International Group for the Psychology of Mathematics Education

conference-proceedings

Improving multiplicative reasoning in a context of low performance

Improving multiplicative reasoning in a context of low performance

journal-article

Multiplicative reasoning: An intervention’s impact on Foundation Phase learners’ understanding

South African Journal of Childhood Education

journal-article

Primary Teachers’ Semiotic Praxis: Windows into the Handling of Division Tasks

ICME-13 Monographs

book-chapter

A path unenvisaged to a destination unintended: A collaborative autoethnographic account of becoming a community of practice in an HEI

South African Journal of Higher Education

journal-article

The use of workbooks in South African grade 3 mathematics classrooms

South African Journal of Childhood Education

journal-article

Teaching division: The importance of coherence in what is made available to learn

Exploring mathematics and science teachers’ knowledge

book-chapter

Strengthening foundation phase teacher education through mentoring

South African Journal of Childhood Education

journal-article

Classroom Examples for Primary Mathematics Algebraic Thinking - Number Pattern and structural thinking.

17th National Congress of the Association for Mathematical Education of South Africa (Amesa),

conference-proceedings

To be or not to be: Examples and non-examples of patterns.

Mathews, C., Venkat, H., & Du Plessis, J. (2011, August 21-26). To be or not to be: ExamplInternational Symposium Elementary Maths Teaching,

conference-proceedings