### Helena Miranda

#### Qualifications:

- PhD (Mathematics Education); MEd (Mathematics and Science Education); B Ed. (Mathematics and Science Education)

#### Teaching:

- Basic Mathematics - Introduction to Mathematics Education - Mathematics Education 1A & 1B - Statistics for Educators

#### Research Interests:

The making of sense of mathematics; the enactivist perspective of learning (through being, doing, and interacting with the environment; possibilities for mathematical conversation in a classroom and learners' making of meaning of algebra through problem solving; factors that may contribute to student performance in first year university mathematics

#### Publications:

##### 2013

##### Articles in Edited Volumes

H. Miranda, F. Gideon & M.M. Mugochi (2013). The impact of two-mode mathematics curriculum on the University of Namibia first year mathematics students. In: D. Mogari, A. Mji, & U. I. Ogbonnaya (Eds.), (2013):

*ISTE International Conference Proceedings*. Pretoria: UNISA Press (= Proceedings of the ISTE 2013 Conference, UNISA.); 661-674.##### Conference Papers

H. Miranda, F. Gideon & M.M. Mugochi (2013). The impact of two-mode mathematics curriculum on the University of Namibia first year mathematics students: A paper presented at the ISTE International Conference. Kruger National Park.

##### 2012

##### Monographies

Miranda, H., Amadhila, L., Nakashole, S. & Shikongo, S. (2012). An assessment of the current needs of young people in Namibian hostels and boarding schools. Windhoek: United Nations Educational, Scientific and Cultural Organization.

##### Articles in Edited Volumes

Miranda, H., Nakashole, L., Nakashole, S. & Shikongo, S. (2012). Needs experienced by learners accommodated in Namibian school hostels. In: Miranda, H., & Iipinge, S. M. (Eds.), (2012):

*The First UNAM Annual Educational Conference Proceedings*. Ongwedive: Hifikepunye Pohamba Campus; 127-147.Nakashole, L., Shikongo, S., Dengeinge, R. & Miranda, H. (2012). The general quality of education in Namibia: Lessons from the SACMEQ III report. In: Miranda, H., & Iipinge, S. M. (Eds.), (2012):

*The First UNAM Annual Educational Conference Proceedings*. Ongwedive: Hifikepunye Pohamba Campus; 44-57.##### Conference Papers

##### 2011

##### Monographies

Miranda, H., Amadhila, L., Dengeinge, R. & Shikongo, S. (2011). The SACMEQ III project in Namibia: A study of the conditions of schooling and the quality of education. Windhoek: Southern and Eastern Africa Consortium for Monitoring Educational Quality.

##### Conference Papers

##### 2009

##### Monographies

Miranda, H. (2009). Enacting Algebraic Meanings. Edmonton: University of Alberta. Unpublished Doctoral Dissertation.

##### Articles in Edited Volumes

Miranda, H. (2009). Evoking mathematics teacher development in Namibia. In: Schäfer, M., & MacNamara, C. (Eds.), (2009):

*Proceedings of the Seventeenth Annual Meeting of the Southern African Association of Mathematics, Science and Technology Education (SAARMSTE)*. Grahamstown: Rhodes University; 330.##### Articles in Journals

Proulx, J., Simmt, E., Biesiegle, M. & Miranda, H. (2009). Rethinking the teaching of linear equations.

*The Mathematics Teacher Journal 102*(7). 56-533.##### Conference Papers

Miranda, H. (2009). Mathematics Teacher Professional Development: A reflection: A paper presented at the 15th National Congress of the Association for Mathematics Education of South Africa. Bloemfontein.

##### 2007

##### Articles in Edited Volumes

Miranda, H., Kizito Namukasa, I. & Mgombelo, J. (2007). Promoting complexity science research in mathematics education. In: Lambert, T., & Wiest, L. R. (Eds.), (2007):

*Proceedings of the 29th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*. Stateline (Lake Tahoe): University of Nevada, Reno.##### Conference Papers

##### 2006

##### Articles in Journals

Miranda, H., Beisigel, M., Simmt, E., Davis, B. & Sumara, D. (2006). Consciousness, collectivity and culture: Experiences of intimacy in mathematics learning.

*Journal of Canadian Association for Curriculum Studies 4*(2). 123-137.