PhD (Mathematics Education), University of the Witwatersrand, Johannesburg, South Africa.
MSc (Mathematics Education), University of the Witwatersrand, Johannesburg, South Africa.
BSc. Ed (Mathematics), University of Zambia, Lusaka, Zambia.
Dip. Ed (Mathematics), Copperbelt Secondary Teachers’ Training College in association with the University of Zambia, Kitwe, Zambia.
Teacher Education
Issues pertaining to the teaching and learning of mathematics.
Female participation in mathematics
Mathematical knowledge for teaching
Peer reviewed journal articles
Kaliba, M. & Nalube, P. P. (2018). Teachers’ perceptions of the problem solving method in the teaching and learning of mathematics. Journal for Science, Technology, Engineering and Mathematics Education in Africa (JSTEMEA), 1.1, 201-210. ISSN 2617-6300.
Kashoka, B., Nalube, P. P. (2018). Teachers’ mathematical knowledge for teaching Pictographs at grade 2 level. Journal for Science, Technology, Engineering and Mathematics Education in Africa (JSTEMEA), 1.1, 211-231. ISSN 2617-6300.
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. ISSN 1012-2346.
Venkat, H., Graven, M., Lampen, E., Nalube, P., & Chitera, N. (2009). Reasoning and reflecting in Mathematical Literacy. Learning and teaching mathematics, 7, 47 – 53.
Peer reviewed articles in conference proceedings
Kaabo, E. & Nalube, P. P. (2018). Teachers’ strategies in the teaching and learning of linear programming in selected secondary schools in Monze District, Zambia. The 16th Regional conference for Mathematics, Science and Technology Education in Africa (COMSTEDA – 16): “Teacher professional development in Africa: Knowledge, skills, and values in STEM learning”. (Book of abstracts)
Zulu, J. & Nalube, P. P. (2018). Learners’ problem solving processes in calculus at grade 12 level: A case of two secondary schools, Lusaka, Zambia. The 16th Regional conference for Mathematics, Science and Technology Education in Africa (COMSTEDA – 16): “Teacher professional development in Africa: Knowledge, skills, and values in STEM learning”. (Book of abstracts)
Mulenga, G. & Nalube, P. P. (2018). Primary school teachers’ knowledge of number bases: Subject matter knowledge and pedagogical content knowledge. The 16th Regional conference for Mathematics, Science and Technology Education in Africa (COMSTEDA – 16): “Teacher professional development in Africa: Knowledge, skills, and values in STEM learning”. (Book of abstracts)
Michelo K. & Nalube P. P. (2017). Teachers’ perceptions in the teaching and learning of mathematics using the Problem solving Method. The 15th Regional conference for Mathematics, Science and Technology Education in Africa (COMSTEDA – 15): “Teacher professional development in Africa: Competencies and skills in STEM learning environment”. (Book of abstracts)
Kashoka, B. & Nalube, P. P. (2017). Teachers’ mathematical knowledge for teaching pictographs. The 15th Regional conference for Mathematics, Science and Technology Education in Africa (COMSTEDA – 15): “Teacher professional development in Africa: Competencies and skills in STEM learning environment”. (Book of abstracts)
Sikatali, J. N. & Nalube, P. P. (2017). Professional relationships between headteachers and teachers for effective teaching of mathematics. The 15th Regional conference for Mathematics, Science and Technology Education in Africa (COMSTEDA – 15): “Teacher professional development in Africa: Competencies and skills in STEM learning environment”. (Book of abstracts)
Nalube, P. P. & Adler, J. (2012). Teacher educators’ perspectives on working with learner mathematical thinking: A Zambian study. The Psychology of Mathematics Education (PME 36): “Opportunities to learn in Mathematics Education”. 1, 258. ISSN 0771-100X.
Nalube, P. P. (2012). Student teachers’ thinking of learner mathematical thinking: Developing a methodology for describing and analyzing data. The Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE): “Mathematics, Science and Technology Education: A key to sustainable development”. 152 – 155. ISBN: 978-0-9869800-4-6.
Nalube, P. P. (2011). Student teachers’ orientations to participation in a discourse of engaging with learner mathematical thinking: A focus on error. The Association for Mathematics Education of South Africa (AMESA): “Mathematics in a globalised world”. 209 – 222. ISBN: 978-0-620-47378-1.
Nalube, P. P. (2010). Student teachers, learner thinking, and opportunity for all to make sense in algebra: How do these relate? Africa Regional Congress of the International Commission on Mathematical Instruction (ICMI): “Mathematics education as a leading edge in Education for All (EFA) framework”.
Nalube, P. P. (2007). Establishing Links between Classroom Mathematics and Everyday Life of Learners. Proceedings of DLAC – III/Third International Workshop on Distributed Learning and Collaboration with the theme Modeling in Mathematics Learning: Approaches for Classrooms of the Future. 23 – 25 July. Pg 46 – 52. Makerere University, Kampala – Uganda.
Nalube, P. P.; Nkosha, D. and Ng’ambi M. R. (2007) Basic Education in Zambia. Proceedings of the 3rd Africa–Asia University Dialogue Seminar Report: Experiences and Issues on Basic Education Development. 27 February – 1 March. Pg 21 – 45. Hiroshima University, Japan.
Phiri, P. (2005) Investigating learners’ problem solving strategies involving algebraic thinking. In Adler, J. and Kazima. M. (Eds.) Proceedings of the1st African Regional Congress of the International Commission on Mathematical Instruction (ICMI). 22 – 25 June. University of the Witwatersrand, South Africa.
Phiri, P. (2003) Investigating Problem Solving in Algebra. In Putsoa B., Dlamini M., Dlamini B., and Kelly V. (Eds.) Proceedings of the 11th Annual SAARMSTE Conference. 11 – 15 January. Pg 214 –216. Waterford Kamhlaba, Swaziland: Webster Print (PTY) LTD.
Book chapter
Tabakamulamu, M.; Haambokoma, C. and Nalube, P. P. (2007). Mathematics Teacher Education in Zambia. In Adler, J.; Kazima, M.; Mwakapenda. W.; Nyabanyaba, T. and Xolo. S. (Eds.) Mathematics Teacher Education: Trends Across Twelve African Countries. Chapter 7. Marang Centre for Mathematics and Science Education: Johannesburg, South Africa.
Unpublished teaching and learning materials
Nalube, P. P. (2014). “MSE 1030: Foundation mathematics for teachers” (Module developed for the Institute of Distance Education, University of Zambia)
Nalube, P. P. (2014). “EDU 131: Foundation mathematics for teachers” [Module developed for the University of Zambia in association with the Zambia Centre for Accountancy Studies (ZCAS)].
Editorial work
2011–2012 Reviewer of Association for Mathematics Education of South Africa (AMESA) and Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) conference papers for publication in the proceedings.
