Zakaria Ndemo

PERSONAL DETAILS

Surname :Ndemo
First Name :Zakaria
Contact Address :7751 Chiwaridzo 2 Bindura, Cell: 0779 328 070 zndemo@gmail.com
Office number :G03 FSE
Research Area :Students’ learning of mathematics concepts

PROFESSIONAL QUALIFICATIONS

  • Masters of Education in Science and Mathematics Education (Mathematics) (UZ, 2005-2006)
  • Bachelor of Education Degree in Mathematics (Bindura University, UZ, 1999-2000)
  • Diploma in education in Mathematics (Gweru Teachers College, 1994 – 1995)

UNIVERSITY WORKING EXPERIENCE

Institution PositionFromTo
Bindura University Of Science Ed.LecturerFeb-10To date
Bindura University Of Science Ed.Temporary Full-time lecturerAug-08#######

Publications

Ndemo Z & Mtetwa D.J. (2010). Secondary school students’ preferences of contexts
for learning mathematics. Zimbabwe Journal of Educational Research,
Sunzuma, G., Ndemo, Z., Zinyeka, G., & Zezekwa, N.(2012). Implementing
constructivist approaches in teaching mathematics. (to provide details).
Ndemo, Z., & Mtetwa, D.K., Kwari, R., & Nyaumwe, L.J. (2010). ICT opportunities
and challenges in Zimbabwe. (to provide publication details)
Ndemo, Z., & Basira, K.F. (2014). University Students’ conceptualizations of
inferential statistics. International Journal of Mathematics Education, 4, 11-18.
Ndemo, Z., & Mtetwa, D.K. (2015). Negotiating the transition from secondary to
undergraduate mathematics: Reflections by some Zimbabwean students. Middle Eastern and African Journal of Educational Research, 14, pp. 67-78.
Ndemo, Z., Zindi, F., & Mtetwa, D.K. (2017). Mathematics undergraduate student
teachers’ conceptions of guided inductive and deductive teaching approaches. Journal of Curriculum and Teaching, 6 (2), pp. 75-83.
Ndemo, Z., Mtetwa, D.K., & Zindi, F. (2018). Towards a comprehensive conception of
mathematical proof. Journal of Education and Learning, 12(4), 702-708.
Ndemo, O. & Ndemo, Z. (2018). Secondary school students’ errors and misconceptions in
learning algebra. Journal of Education and Learning, 12(4), 690-701.
Ndemo, Z. (2019). What should be the object of research with respect to the concept of
mathematical proof? Journal of Education and Learning, 13(1),
Ndemo, Z. (2019). High school students’ language related struggles with contextualized
differential equations. Paper accepted for publication: International Journal of Applied Mathematics and Theoretical Physics,
Conference papers & workshops
Ndemo, Z. (2012). Undergraduate student teachers’ conceptualisations of mathematicalproof: Poster presentation. Proceedings of Southern African Association for Research In Mathematics Science and Technology Education. Lilonwe, Malawi
Ndemo, Z. (2012). Undergraduate student teachers’ conceptualisations of mathematical proof. Proceedings of the Zimbabwean Chapter Annual Conference of the Southern African Association for Research In Mathematics Science and Technology Education, Gweru, Zimbabwe
Ndemo, Z. (2013). Zimbabwean student teachers’ conceptions of guided inductive and deductive teaching approaches. Proceedings of the 4th African Regional Congress of International Commission of Mathematics Instruction. Maseru, Lesotho.
Ndemo, Z. (2013). Ontology of proof schemes in Zimbabwean undergraduate students’ conceptualizations of mathematical proof. Proceedings of the 4th African Regional Congress of International Commission of Mathematics Instruction. Maseru, Lesotho.
Ndemo, Z. (2013). Ontology of proof schemes in Zimbabwean undergraduate students’ conceptualizations of mathematical proof. Proceedings of the Zimbabwean Chapter Annual Conference of the Southern African Association for Research In Mathematics Science and Technology Education, Gweru, Zimbabwe.
Ndemo, Z. (2014). Ontology of proof schemes in Zimbabwean undergraduate students’ conceptualizations of mathematical proof. Proceedings of the Zimbabwean Chapter Annual Conference of the Southern African Association for Research In Mathematics Science and Technology Education, Gweru, Zimbabwe.
Ndemo, Z. (2014). Negotiating the transition from high school to undergraduate mathematics:some reflections by Zimbabwean students. Proceedings of International Conference of Mathematics and Science educators, Bindura, Zimbabwe.
Ndemo, Z. (2015). Ontology of proof schemes in Zimbabwean undergraduate students’ conceptualizations of mathematical proof. Proceedings of the Annual Conference of the Southern African Association for Research In Mathematics Science and Technology Education, Maputo, Mozambique. Ndemo, Z. (2015). Ontology of proof schemes in Zimbabwean undergraduate students’ conceptualizations of mathematical proof. Proceedings of the Zimbabwean Chapter Annual Conference of the Southern African Association for Research In Mathematics Science and Technology Education, Gweru, Zimbabwe.
Ndemo, Z. (2016). Ontology of proof schemes in Zimbabwean undergraduate students’ conceptualizations of mathematical proof. Proceedings of the Zimbabwean Chapter Annual Conference of the Southern African Association for Research In Mathematics Science and Technology Education, Gweru, Zimbabwe.
Ndemo, Z. (2017). Undergraduate student teachers’ conceptualizations of mathematical proof. Proceedings of the Zimbabwean Chapter Annual Conference of the Southern African Association for Research In Mathematics Science and Technology Education, Gweru, Zimbabwe
Ndemo, Z. (2017). Towards a comprehensive conception of mathematical proof. Proceedings of the International Conference of Science and Mathematics Educators. Bindura, Zimbabwe.
Ndemo, Z. (2018). Towards a comprehensive conception of mathematical proof. Proceedings of the Annual Conference of the Southern African Association for Research In Mathematics Science and Technology Education,

Community Engagement

  • Mentoring of O and A level mathematics teachers in Bindura Urban and secondary schools in Mashonaland Central Province: Presented a paper on: Role of argumentation in mathematics classroom: Bindura Primary School (2014)
  • Setting, marking and processing of BUMO Olympiad mathematics examinations.
  • BUMO coordinator for Harare Province
  • Teaching of O level Mathematics (Bridging Course) to students enrolled without O level mathematics.
    1. Other languages: English


Organizational Skills and Competences


Guiding and counselling students in the department
Coordinating and administrating Department Bereavement society
Coordinating and administrating Electrification project in the local community


Membership


AMESA member 2012 to 2015
Publicity Secretary for SAARMSTE-Zim Chapter
Member of SAARMSTE mother body