# Corin Mathews Source: https://hello.cv/corinmathews ## 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 ### Lecturer | Wits University ## Education ### Wits University | 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 ## Source Read this profile on Hello.cv: https://hello.cv/corinmathews Create your free profile at https://hello.cv