Researcher Details |

Hamsa Venkatakrishnan

Prof

Contact Details

C304
T:N/A

E:Hamsa.venkat@dcu.ie

CASTeL MC member

E:hamsa.venkat@dcu.ie

Naughton Chair

E:hamsa.venkat@dcu.ie

Professor Hamsa Venkat holds the Naughton Family Chair in Early Years/Primary STEM Education in the School for STEM Education, Innovation and Global Studies, DCU Institute of Education. Her research focuses on primary mathematics teaching, learning, curriculum and policy, with a particular interest in interventions seeking to improve these aspects. Before joining DCU, she held the position of SA Numeracy Chair at the University of the Witwatersrand in Johannesburg, South Africa.

Hamsa began her career in mathematics education as a high school mathematics teacher in London comprehensive schools, before completing her Masters and Doctoral Studies at King’s College London. Her PhD thesis was awarded the 2005 BERA prize for making the most significant doctoral contribution to research in education in 2004. Hamsa started working in teacher education in London at what was then the Institute of Education, before moving to South Africa in 2005.

Hamsa holds Visiting Professorships at the University of the Witwatersrand and at Jönköping University in Sweden. She has published extensively across a range of international peer-reviewed journals, guest edited a number of Special Issues and has co-edited three books. She also serves as an Associate Editor for the Educational Studies in Mathematics journal. She is the immediate past President of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), and has worked extensively within and across institutions on research capacity development for doctoral students and early career staff.

Book Chapter

	Year	Publication
	2022	Venkat, H., Askew, M. & Morrison, S. (2022) 'A decade of the Wits Maths Connect-Primary project (2010–2020): Design research moving promising interventions to scale' In: Early Grade Mathematics In South Africa. Cape Town : Oxford University Press. [Link]
	2022	Venkat, H. & Sapire, I. (2022) 'Early grade mathematics in South Africa between 2000 and 2010: What did we know in 2010, and how did this set the stage for the 2010–2020 decade?' In: Early Grade Mathematics In South Africa. Cape Town : Oxford University Press. [Link]
	2022	Venkat, H. & Graven, M. (2022) 'Bringing the Mental Starters Assessment Project to scale in Foundation Phase: A building your timber approach' In: Early grade reading and mathematics interventions. Cape Town : Oxford University Press. [Link]
	2022	Venkat, H. & Roberts, N. (2022) 'Children doing mathematics with confidence in the early grades by 2030: What will it take?' In: Early Grade Mathematics In South Africa. Cape Town : Oxford University Press. [Link]
	2021	Poo, M. & Venkat, H. (2021) 'Approaches That Leverage Home Language in Multilingual Classrooms' In: Multilingual Education Yearbook 2021: Policy and Practice in STEM Multilingual Contexts. Cham, Switzerland : Springer.
	2021	Venkat, H. & Adler, J. (2021) 'Mediating mathematics in instruction: Trajectories towards generality in ‘traditional’ teaching' In: Mathematics teaching and mathematics teacher professional development. London : Routledge.
	2020	Askew, M. & Venkat, H. (2020) 'Mathematical Subject Knowledge for Teaching Primary School Mathematics: Evidence and Models for Professional Development' In: International Handbook of Mathematics Teacher Education: Volume 1 (Second Edition). Leiden; Boston : Brill Sense.
	2019	Venkat, H. (2019) 'Teachers’ Mathematical Knowledge, Teaching and the Problem of Inequality' In: South African Schooling:The enigmaof inequality-A studyof the present situation&future possibilities. Cham, Switzerland : Dordrecht.
	2018	Mathews C., Venkat H., Askew M. (2018) 'Primary Teachers’ Semiotic Praxis: Windows into the Handling of Division Tasks' In: Signs of Signification. ICME-13 Monographs. Cham, Switzerland : Springer. https://doi.org/10.1007/978-3-319-70287-2_14
	2018	Venkat, H., Beckmann, S., Larsson, K., Xin, Y-P., Ramploud, A. & Chen, L. (2018) 'Connecting Whole Number Arithmetic Foundations to Other Parts of Mathematics: Structure and Structuring Activity' In: Building the Foundation: Whole Numbers in the Primary Grades – The 23rd ICMI Study. Dordrecht : Springer.
	2017	Askew, M. & Venkat, H (2017) '‘I hate maths’: Changing primary school teachers’ relationship with mathematics' In: Understanding Emotions in Mathematical Thinking and Learning. London : Elsevier-Academic Press.
	2016	Sfard, A. & Venkat, H. (2016) 'Researcher as Activist: A Conversation' In: Mathematics Education in a Context of Inequity, Poverty and Language Diversity. Dordrecht : Springer.
	2016	Venkat, H. (2016) 'Connecting research and mathematics teacher development through the development of boundary objects' In: Research for Educational Change: Transforming researchers' insights into improvement in mathematics. London : Routledge.
	2015	Venkat, H. (2015) 'Theorising primary mathematics teacher development in inclusive ways' In: Making Education Inclusive. Newcastle: Cambridge Scholars Publishing. Cambridge : Cambridge Scholars Publishing.
	2014	Venkat, H. (2014) 'Mathematical Literacy: What is it? And is it important?' In: Debates in Mathematics Education. London : Routledge.
	2014	Adler, J. & Venkat, H. (2014) 'Teachers’ mathematical discourse in instruction: Focus on examples and explanations' In: Exploring Content Knowledge for Teaching Science and Mathematics. London : Routledge.
	2013	Venkat, H. (2013) 'Reading between the lines: Examining ‘opportunity to learn’ in a sample of Eastern Cape workbooks' In: Finding Place and Keeping Pace: Exploring Meaningful and Equitable Learning in South African Schools. Pretoria : HSRC Press.
	2013	Venkat, H. & Adler, J. (2013) 'Pedagogical Content Knowledge in Mathematics Education' In: Encyclopedia of Mathematics Education: Springer Reference (www.springerreference.com). Berlin Heidelberg : Springer-Verlag. [DOI]
	2013	Winter, M. & Venkat, H. (2013) 'Pre-service teacher learning for mathematical modelling' In: Teaching mathematical modelling: Connecting to research and practice. Dordrecht : Springer.
	2013	Adler, J. & Venkat, H. (2013) 'Mathematical Knowledge for Teaching' In: Encyclopedia of Mathematics Education: Springer Reference (www.springerreference.com). Verlag Berlin Heidelberg : Springer. [DOI]
	2012	Venkat, H. & Osman, R. (2012) 'Teacher education and quality schooling in South Africa' In: Research-led teacher education. Cape Town : Pearson.
	2012	Booth, S., Osman, R. & Venkat, H. (2012) 'The experience of research in pre-service teacher education: A phenomenographic study of students’ experienced meaning of research in educational and professional contexts' In: Research-led teacher education. Cape Town : Pearson.
	2012	Venkat, H., Mathews, C. & Du Plessis, J. (2012) 'Researching primary mathematics teacher content knowledge in classroom practice: Understandings for teacher education' In: Research-led teacher education. Cape Town : Pearson.
	2009	Graven, M. & Venkat, H. (2009) 'Mathematical Literacy: Issues for engagement from the South African experience of curriculum implementation' In: Critical Issues in Mathematics Education. Charlotte, N.C : Information Age Publishing.

Book

	Year	Publication
	2022	Venkat, H. & Roberts, N. (Eds) (2022) Early Grade Mathematics in South Africa. Cape Town: Oxford Unoversity Press. [Link] https://en.calameo.com/oxford-university-press-south-africa/read/00671075359459d7037eb
	2017	Graven, M. & Venkat, H. (Eds.) (2017) Improving Primary Mathematics Education, Teaching and Learning: Research for Development in Resource-Constrained Contexts. Basingstoke: Palgrave-Macmillan.
	2014	Venkat, H., Rollnick, M., Loughran, J. and Askew, M. (2014) Exploring mathematics and science teachers’ knowledge: Windows into teacher thinking. Oxford: Routledge.
	2012	Osman, R. & Venkat, H. (Eds) (2012) Research-led teacher education. Cape Town: Pearson.

Peer Reviewed Journal

	Year	Publication
	2024	Hamsa Venkat; Corin Mathews (2024) 'Mental mathematics knowledge for teaching of ‘high gain’ pre-service teachers'. South African Journal of Childhood Education, 14 (1):1-9. [Link] [DOI]
	2023	Samantha Morrison; Mellony Graven; Hamsa Venkat; Pamela Vale (2023) 'A 20-year review of South African Early Grade Mathematics Research Articles. African Journal of Research in Mathematics, Science and Technology Education'. AFRICAN JOURNAL OF RESEARCH IN MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, 27 (3):304-323. [Link] [DOI]
	2023	Mellony Graven; Hamsa Venkat (2023) 'SAARMSTE’s role in building and connecting Early Grades’ Mathematics Research: A Review of SAARMSTE Proceedings 2003-2022'. African Journal of Research in Mathematics, Science and Technology Education, 27 (3):255-272. [Link] [DOI]
	2023	Herman Tshesane; Hamsa Venkat (2023) 'Coding Additive Word Problem-solving to see Shifts Around an Intervention'. AFRICAN JOURNAL OF RESEARCH IN MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, 27 (3):324-334. [Link] [DOI]
	2022	Graven, M., Venkat, H. & Bowie, L. (2022) 'Analysing the citizenship agenda in Mathematical Literacy school exit assessments'. ZDM, . https://doi.org/10.1007/s11858-022-01448-1
	2021	Morrison, S., Venkat, H. & Askew, M. (2021) 'Journeys towards sociomathematical norms in the Foundation Phase'. South African Journal of Childhood Education, 11 (1). https://doi.org/10.4102/ sajce.v11i1.927.
	2021	Graven, M. & Venkat, H. (2021) 'Piloting national diagnostic assessment for strategic calculation'. Mathematics Education Research Journal, . https://doi.org/10.1007/s13394-019-00291-0
	2021	Venkat, H. & Askew, M. (2021) 'Development in South African Primary Mathematics Teacher Educators’ Work with In-Service Teachers'. International Journal of Science and Mathematics Education, . https://doi.org/10.1007/s10763-021-10161-6.
	2021	Venkat, H. (2021) 'Practice-based research on mathematics teaching: A developmental turn?'. Nordic Studies in Mathematics Education - Nordisk Matematikkdidaktikk, NOMAD, 26 (3-4):191-206.
	2020	Askew, M. & Venkat, H. (2020) 'Deconstructing South African Grade 1 learners’ awareness of number in terms of cardinality, ordinality and relational understandings'. ZDM, . https://doi.org/10.1007/s11858-020-01132-2
	2020	Venkat, H., Askew, M., & Morrison, S. (2020) 'Shape-shifting Davydov’s ideas for early number learning in South Africa'. Educational Studies in Mathematics, . https://doi.org/10.1007/s10649-020-09993-w
	2019	Venkat, H. & Mathews, C. (2019) 'Improving multiplicative reasoning in a context of low performance'. ZDM, . https://doi.org/10.1007/s11858-018-0969-6
	2019	Venkat, H., Askew, M., Watson, A. & Mason, J. (2019) 'The architecture of structure'. For the Learning of Mathematics, 39 (1):13-17.
	2019	Askew, M., Venkat, H., Mathews, C., Ramsingh, V., Takane, T. & Roberts, N. (2019) 'Multiplicative reasoning: An intervention’s impact on Foundation Phase learners’ understanding'. South African Journal of Childhood Education, 9 (1). https://doi.org/10.4102/sajce.v9i1.622
	2018	Abdulhamid, L. & Venkat, H. (2018) 'Primary mathematics teachers’ responses to students’ offers: An ‘elaboration’ framework'. Journal of Mathematical Behavior, .
	2018	Ramdhany, V., Venkat, H. & Christiansen, I. (2018) 'Dissonance and continuity in the mathematical education and training experiences of pre-service secondary mathematics teachers'. African Journal of Research in Mathematics, Science and Technology Education, 22 (2):186-195. https://doi.org/10.1080/18117295.2018.1474843
	2018	Venkat, H. & Askew, M. (2018) 'Mediating primary mathematics: theory, concepts and a framework for studying practice'. Educational Studies in Mathematics, . [Link]
	2016	Roberts, N. & Venkat, H. (2016) 'Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson'. South African Journal of Childhood Education, 6 (1). http://dx.doi.org/10.4102/sajce.v6i1.377
	2016	Ekdahl, A., Venkat, H. & Runesson, U. (2016) 'Coding teaching for simultaneity and connections: Examining teachers’ part-whole additive relations instruction'. Educational Studies in Mathematics, .
	2015	Venkat, H. & Winter, M. (2015) 'Boundary objects and boundary crossing for numeracy teaching'. ZDM, 47 :575-586. [DOI]
	2015	Venkat, H. & Spaull, N. (2015) 'What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007'. International Journal of Educational Development, 41 :121-130.
	2015	Venkat, H. (2015) 'Mathematical practices and mathematical modes of enquiry: same or different?'. International Journal of STEM Education, 2 (6). https://doi.org/10.1186/s40594-015-0018-8
	2014	Abdulhamid, L. & Venkat, H. (2014) 'Research–led development of primary school teachers’ mathematical knowledge for teaching: A case study'. Education as Change, 18 (S1):137-150.
	2014	Graven, M. & Venkat, H. (2014) 'Primary teachers’ experiences relating to the administration processes of high stakes testing: the case of Mathematics Annual National Assessments'. African Journal of Research in Mathematics, Science and Technology Education, 18 (3):299-310.
	2013	Weitz, M. & Venkat, H. (2013) 'Assessing early number learning: How useful is the Annual National Assessment in Numeracy?'. Perspectives in Education, 31 (3):49-65.
	2013	Graven, M., Venkat, H., Westeway, L. & Tshesane, H. (2013) 'Place value without number sense: Exploring the need for mental mathematical skills assessment within the Annual National Assessments'. South African Journal of Childhood Education, 3 (2):131-143.
	2013	Naidoo, D. & Venkat, H. (2013) 'Coherent discourse and early number teaching'. Journal of Education, 57 :55-77.
	2013	Venkat, H. (2013) 'Theorizing temporal range in early number teaching in South Africa'. For the Learning of Mathematics, 33 (2).
	2012	Venkat, H. & Naidoo, D. (2012) 'Analyzing coherence for conceptual learning in a Grade 2 numeracy lesson'. Education as Change, 16 (1):21-33.
	2012	Venkat, H. & Adler, J. (2012) 'Coherence and connections in teachers’ mathematical discourses in instruction'. Pythagoras, 33 (3):25-32.
	2012	Mhlolo, M.K., Venkat, H., & Schäfer, M. (2012) 'The nature and quality of the mathematical connections teachers make'. Pythagoras, 33 (1):28-36.
	2012	Venkat, H. & Askew, M. (2012) 'Mediating early number learning: Specialising across teacher talk and tools?'. Journal of Education, (56):67-90.
	2010	Venkat, H. (2010) 'Exploring the nature and coherence of mathematical work in South African Mathematical Literacy classrooms'. Research in Mathematics Education, 12 (1):53-68.
	2009	Venkat, H., Adler, J., Rollnick, M., Setati, M., & Vhurumuku, E. (2009) 'Mathematics and science education research, policy and practice in South Africa: what are the relationships?'. African Journal of Research in Mathematics, Science and Technology Education, 13 :5-27. [DOI]
	2009	Venkat, H., Osman, R. & Booth, S. (2009) 'Diversity in pre-service teachers’ understandings of research'. Education as Change, 13 (2):245-261.
	2009	Venkat, H., Bowie, L. & Graven, M. (2009) 'Positions and purposes for contextualisation in mathematics education in South Africa'. African Journal of Research in Mathematics, Science and Technology Education, 13 :80-94. [DOI]
	2009	Venkat, H. & Brown, M. (2009) 'Examining the implementation of the mathematics strand of the Key Stage 3 Strategy: What are the bases of evaluation?'. British Educational Research Journal, 35 (1):5-24.
	2009	Venkat, H., Graven, M., Lampen, E. & Nalube, P. (2009) 'Critiquing the Mathematical Literacy Assessment Taxonomy: Where is the Reasoning and the Problem Solving?'. Pythagoras, 70 :43-56.
	2009	Mhlolo, M. & Venkat, H. (2009) 'Curriculum Coherence: An analysis of the National Curriculum Statement for Mathematics (NCSM) and the exemplar papers at Further Education and Training (FET) level in South Africa'. African Journal of Research in Mathematics, Science and Technology Education, 13 (1):33-49. [DOI]
	2008	Venkat, H. & Graven, M. (2008) 'Opening up spaces for learning: Learners’ perceptions of Mathematical Literacy in Grade 10'. Education as Change, 12 (1):29-44.
	2008	Venkat, H. & Adler, J. (2008) 'Expanding the foci of activity theory: Accessing the broader contexts and experiences of mathematics education reform'. Educational Review, 60 (2):127-140.
	2007	Graven, M. & Venkat, H. (2007) 'Emerging pedagogic agendas in the teaching of Mathematical Literacy'. African Journal of Research in Mathematics, Science and Technology Education, 11 (2):67-86. [DOI]
	2007	Venkat, H. (2007) 'Mathematics and/or literacy: What is being sought?'. Pythagoras, 66 :76-84.
	2006	Venkatakrishnan, H. & Graven, M. (2006) 'Mathematical Literacy in South Africa and Functional Mathematics in England: A consideration of overlaps and contrasts'. Pythagoras, 64 :14-28.
	2003	Venkatakrishnan, H. & Wiliam, D. (2003) 'Tracking and mixed-ability grouping in secondary school mathematics classrooms: a case study'. British Educational Research Journal, 29 (2):189-204.

Conference Publication

	Year	Publication
	2019	Venkat, H., Askew, M., Morrison, S. & Abdulhamid, S. (2019) the 43rd Conference of the International Group for the Psychology of Mathematics Education . In: M. Graven, H. Venkat, A. Essien, & P. Vale, (Eds) eds. *Shifts in early number learning in South Africa* Pretoria, South Africa: PME,
	2019	Venkat, H., Askew, M., Morrison, S. & Abdulhamid, S. (2019) Proceedings of the 43rd Conference of the Interna . In: M. Graven, H. Venkat, A. Essien, & P. Vale, (Eds) eds. *Shifts in early number learning in South Africa. Research Report presented for PME43* Pretoria, South Africa: PME,
	2019	Askew, M., Venkat, H., Askew, M., Venkat, H., Abdulhamid, L., Mathews, C., Morrison, S., Ramdhany, V., & Tshesane, H (2019) the 43rd Conference of the International Group for the Psychology of Mathematics Education . In: M. Graven, H. Venkat, A. Essien, & P. Vale, (Eds) eds. *Teaching for structure and generality: Assessing changes in teachers mediating primary mathematics* Pretoria, South Africa: PME,
	2016	Venkat, H. & Askew, M (2016) Proceedings of the 24th Annual Conference of SAARMSTE, Pretoria *Materials ‘borrowing’ and adapting: Overviewing ‘Big Books’ interventions in primary mathematics classrooms* Pretoria, South Africa,
	2015	Venkat, H. (2015) Conference Proceedings of the Twenty-third ICMI Study: Primary Mathematics Study on Whole Numbers . In: X.Sun, B.Kaur & J.Novotna eds. *Representational approaches to primary teacher development in South Africa* University of Macau,
	2015	Dlamini, E., Venkat, H. & Askew, M (2015) the 23rd Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology *A modeling and models approach: Improving primary mathematics learner performance on multiplication* Maputo, Mozambique,
	2014	Venkat, H., Ekdahl, A. & Runesson, U. (2014) PME 38/PME-NA 36 . In: Nicol, C., Oesterle, S., Liljedahl, P., & Allan, D eds. *Connections and coherence: Analysing South African G3 part-part-whole teaching* Vancouver, Canada,
	2013	Abdulhamid, L. & Venkat, H. (2013) the 19th Annual National Congress of the AMESA *Using the 'knowledge quartet' to analyze primary mathematics teaching in South Africa: the case of Sibongile* University of the Western Cape, Bellville, Cape Town,
	2013	Venkat, H. & Bowie, L. (2013) Symposium for the Seventh International Mathematics, Education and Society Conference *Understanding the prevalence of concrete counting across teaching and learning in FP* Cape Town, South Africa,
	2012	Askew, M., Venkat, H. & Mathews, C. (2012) the 36th Conference of the International Group for the Psychology of Mathematics Education . In: T. Tso eds. *Coherence and consistency in South African primary mathematics lessons* Taipei, Taiwan,
	2012	Venkat, H. (2012) the 20th Annual Conference of the SAARMSTE conference . In: D.Nampota & M.Kazima eds. *Analysing classroom talk in a Grade 2 numeracy lesson* Lilongwe, Malawi,
	2011	Venkat, H. & Mhlolo, M. (2011) the 19th Annual Conference of the SAARMSTE *Objects, operations and domains: Extending our understanding of breakdowns* Mafikeng, South Africa,
	2010	Venkat, H. (2010) the 18th Annual Conference of the SAARMSTE *Main course: Life preparation, Side order: Mathematics* Durban,
	2007	Venkat, H. (2007) the 2nd Africa Regional Congress of the International Commission on Mathematical Instruction *Mathematical Literacy in South Africa: Policy and practice based tensions* Nairobi, Kenya,

Conference Contribution

	Year	Publication
	2022	Askew, M. & Venkat, H (2022) The BSRLM Conference Developing primary maths teaching quality in contexts of disadvantage Online, UK, .
	2021	Venkat, H. (2021) The eighth conference on research in Mathematics Education in Ireland Developing mathematics teaching in ‘traditional’ instruction environments Dublin, Ireland, .
	2021	Venkat, H. (2021) International Congress on Mathematical Education (ICME) Scaling up success through capacity-building in the education system Online, .
	2019	Venkat, H. (2019) SAMS 2019 Shifting early number learning outcomes in South Africa University of Cape Town, .
	2019	Venkat, H. (2019) SEMT 2019 Improving early number learning in contexts of disadvantage Charles University, Prague, the Czech Republic, .
	2019	Venkat, H. (2019) SMTE 2019 Mediating Primary Mathematics: Considering the scope of primary teachers’ explanations Mauritius Institute of Education, .
	2017	Graven, M., Venkat, H., Chetty, M. & Goba, B. (2017) SAARMSTE 2017 Assessing fluencies and strategies in national diagnostic assessments Bloemfontein, South Africa, .
	2017	Venkat, H. & Askew, M. (2017) CERME 10 Conference Focusing on the ‘middle ground’ of example spaces in primary mathematics teaching development in South Africa Dublin, Ireland, .
	2016	Venkat, H. & Adler, J. (2016) ERME ETC3: Mathematics Teaching, Resources, and Teacher Professional Development Conference Frameworks supporting the coding and development of mathematics teachers’ instructional talk in South Africa Berlin, Germany, .
	2016	Venkat, H., Askew, M., Abdulhamid, L., Morrison, S. & Ramatlapana, K. (2016) the 13th International Congress on Mathematical Education A mediational approach to expanding in-service primary teachers’ mathematical discourse in instruction Hamburg, Germany, .
	2016	Morrison, S. & Venkat, H. (2016) The 13th International Congress on Mathematical Education Managing tensions between diagnostic assessment and suggested follow–up teaching pathways Hamburg, Germany, .
	2016	Weitz, M. & Venkat, H. (2016) The 13th International Congress on Mathematical Education How early performance in South Africa relates to later assessment performance Hamburg, Germany, .
	2013	Venkat, H. (2013) the 19th Annual National Congress of the Association for Mathematics Education of South Africa Curriculum development minus teacher development ≠ mathematics education UWC, Cape Town, South Africa, .
	2013	Venkat, H. & Graven, M. (2013) SAARMSTE conference Insights from working with assessment instruments in primary mathematics Grades 1-4 University of Cape Town, South Africa, .
	2013	Venkat, H. & Adler, J. (2013) the SAERA conference From research to teacher development in mathematics education: Creating boundary objects Bela Bela, South Africa, .
	2013	Askew, M. & Venkat, H. (2013) American Educational Research Association Conference Extending Mathematical Knowledge for Teaching: Understanding the Construction of Connections and Coherence California, America, .
	2012	Venkat, H. (2012) the British Society for Research into Learning Mathematics conference Grounded analyses of primary maths teachers Sussex University, .
	2012	Venkat, H. (2012) SA Basic Education Conference FFL & CAPS Resource provision: Mathematical mediation for Numeracy? Durban, South Africa, .
	2011	Venkat, H. (2011) ISASA Primary School conference Critical thinking in primary school mathematics SAHETI School, Johannesburg, South Africa, .
	2011	Venkat, H. & Essien, A. (Eds.) (2011) Proceedings of the Seventeenth National Congress of the AMESA Mathematics in a Globalised World University of the Witwatersrand, Johannesburg, .
	2007	Venkat, H. (2007) the 13th Annual National Congress of the AMESA Living in the world of numbers - being mathematically literate Uplands College, Mpumalanga, South Africa, .
	2007	Venkat, H. & Graven, M. (2007) the 13th Annual National Congress of the Association for Mathematics Education of South Africa Insights into the implementation of mathematical literacy Uplands College, Mpumalanga, South Africa, .

Published Report

	Year	Publication
	2023	Cliona Murphy; Hamsa Venkat; Margaret Leahy; Nicola Broderick; Orla Kelly; Deirdre Butler; Lorraine Harbison; Caoimhe Lawlor; Yvonne Naughton (2023) STEM Education_Curriculum & Literature Overview and Primary Science Education_Systematic Literature Review. NCCA, .
	2022	Bowie, L., Venkat, H., Hannan, S., with Namome, C. (2022) TIMSS 2019 South African Item Diagnostic Report: Grade 9 Mathematics. Human Sciences Research Council, .
	2022	Bowie, L., Venkat, H., Hannan, S., with Namome, C. (2022) TIMSS 2019 South African Item Diagnostic Report: Grade 5 Mathematics. Human Sciences Research Council, .

Current Postgraduate Students

	Student Name	Degree	Supervision
	O'Reilly ,Nicola	PhD-track	Supervisor