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Overview

Kate is a Senior Lecturer in Language Development for Science and Engineering in the Academic Development Programme in CHED. She has academic qualifications in English, pure mathematics, teaching and mathematics education research. During her ten-year career in ADP her research and teaching interests have converged at the intersection of language, mathematics and the learning of disciplinary knowledge in science and engineering.  This work has a particular focus on equity issues related to access, achievement, identity and power in the higher education context. She currently works with undergraduate and postgraduate students, tutors and staff in the Faculty of Engineering and the Built Environment.  

Kate was awarded her PhD in Mathematics Education by the University of the Witwatersrand in 2011. Her doctoral and postdoctoral research draws on theory and methods from both critical linguistics and mathematics education for multi-level, critical analyses of student transition to and through quantitative practices at university. 

More information about Kate's research can be found at http://uct.academia.edu/KateLeRoux and https://www.researchgate.net/profile/Kate_Le_Roux

 

Contact Details

Email: Kate.leroux@uct.ac.za
Phone: +27 21 650 3707

 

Publications

Peer-reviewed journal articles

Andersson, A., & le Roux, K. (2017). Towards an ethical attitude in mathematics education research writing. Journal of Urban Mathematics Education, 10(1), 74-94.

Shaw, C., & le Roux, K. (2017). From Practitioner to Researcher: Designing the Dissertation Process for Part Time Coursework Masters Students. Systemic Practice and Action Research, 30, 433–446. doi: 10.1007/s11213-016-9402-7

Peer-reviewed chapter in edited books (peer-reviewed)

Le Roux, K. (2017). “Closing the gap”: Three mathematics students talk about their transition to and through their undergraduate degrees in the sciences. In B. Bangeni and R. Kapp (Eds.), Negotiating learning and identity: A longitudinal perspective on access, persistence and retention in higher education (pp.31-60). London: Bloomsbury

Peer-reviewed published conference proceedings

Le Roux, K. (2017). Moving up or down the ladder: University mathematics students talk about progress. In A. Chronaki (Ed.), Proceedings of the Ninth International Mathematics Education and Society Conference (Vol.2, pp. 665-675). Volos, Greece: MES9.