Prof Deonarain Brijlall, Durban University of Technology, South Africa
Prof. Brijlall Deonarain is a distinguished academic in Mathematics Education at the University of KwaZulu-Natal (UKZN), South Africa. With a B.Sc. and M.Sc. in Mathematics (Topology), a PhD in Mathematics, and extensive postdoctoral training, Prof. Deonarain has dedicated his career to enhancing mathematics teaching. He has held various academic leadership roles, including acting head of department and faculty representative. His research interests focus on mathematics education, curriculum development, and learning theories. Prof. Deonarain has published several influential papers, such as on optimization problem-solving and pre-service teachers’ mental constructions. He actively contributes to mathematics education through grants and academic conferences. 📚🔢🎓
Publication Profile
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Education
Prof. Brijlall Deonarain has a diverse and extensive academic background. He earned his B.Sc. in Mathematics and Applied Mathematics from the University of Durban-Westville (UDW), South Africa, in 1984, followed by a B.Sc. (Hons) in Mathematics in 1985. He also pursued studies in Education, obtaining a UHDE in 1986 and a B.Ed (Hons) from UNISA in 1989. His technical expertise is highlighted by a National Technical Diploma in Electronics from Sastri Technical College in 1992. Prof. Deonarain completed his M.Sc. in Mathematics (cum laude) at the University of Natal in 1999 and his Ph.D. in Mathematics (Topology) from UDW in 2003. 🎓
Honors
Prof. Brijlall Deonarain’s career spans several decades of dedicated service in mathematics and education. Beginning as a part-time lecturer at the University of Durban-Westville in 1985, he later joined Stanger Secondary School in 1986, earning recognition for his service. His academic roles expanded to lecturer positions at Springfield College of Education and University of Natal (now UKZN), where he contributed significantly to mathematics education. Prof. Deonarain held key leadership roles, including acting head of departments and faculty representative. He was nominated as an evaluator for the Higher Education Quality Committee and participated in an Oxford Roundtable in 2008. 🌟📘
Research Support
Prof. Brijlall Deonarain led a project titled “A Real Analysis Module for FET BEd Graduates,” conducted between 2005 and 2012, in collaboration with Prof. A. Maharaj. The project explored the relevance of an undergraduate Mathematics module to the new FET curriculum. It focused on three objectives: researching the alignment of Real Analysis with FET school topics, testing a novel pedagogical approach for presenting the course, and analyzing student responses using learning theories. The research led to two SAPSE-accredited journal papers in 2011. Prof. Deonarain also contributed to an ongoing project with Nelson Mandela Metropolitan University and Witwatersrand University, developing innovative calculus teaching materials for teachers. 🧑🏫📊
Research Focus
Dr. D. Brijlall’s research primarily focuses on mathematics education and teacher education, particularly in the context of high school and pre-service teachers. His work explores the mental constructions of learners and teachers, investigating how they approach complex mathematical concepts like optimization, matrix algebra, and problem-solving. He uses frameworks like APOS theory (Action, Process, Object, and Schema) to study the understanding of abstract mathematical concepts. Dr. Brijlall’s research also delves into pedagogical content knowledge, especially for teaching probability and mathematical problem-solving. 📚👩🏫🔢
Publication Top Notes
An exploration of the common content knowledge of high school mathematics teachers
Exploring high school learners’ mental construction during the solving of optimization
High school learners’ mental construction during solving optimisation problems in Calculus: A South African case study
Pre-service teachers’ mental constructions of concepts in matrix algebra
An APOS study on pre-service teachers’ understanding of injections and surjections
Exploring the stages of Polya’s problem-solving model during collaborative learning: A case of fractions
Exploring the pedagogical content knowledge for teaching probability in middle school: A South African case study
Using an inductive approach for definition making: Monotonicity and boundedness of sequences
Exploring support strategies for high school mathematics teachers from underachieving schools