Degrees Held
- HDE, Springfield College of Education, 1994
- FDE, Rand Afrikaans University, 1998
- Ed. Honours, University of KwaZulu-Natal, 2004
- MPhil (Mathematics Education), University of Nottingham, UK, 2006
- PhD (Mathematics Education), University of KwaZulu-Natal, 2011
Research Interests
- The use of technology and visualisation in Science, Technology, Engineering and Mathematics (STEM) education.
- Pedagogic strategies to improve the teaching and learning of STEM subjects.
- Sustainable development and STEM education.
- Issues of social justice, race, language and STEM education.
- Indigenous knowledge systems and STEM education.
- STEM teacher professional development and training.
Teaching Interests
- The use of technology and visualisation in Mathematics Education.
- Pedagogic strategies to improve the teaching and learning of Mathematics.
- Sustainable development and Mathematics Education.
- Issues of social justice, race, language and Mathematics Education.
- Indigenous Knowledge Systems and Mathematics Education.
- Mathematics teacher professional development and training
Selected
Publications
- Chirinda, B. & Naidoo, J. (Eds). (2026). STEM Education in the Post-Pandemic Learning Space: Digitalization in Africa. Peter Lang. (220 pages). https://www.peterlang.com/document/1482753
- Naidoo, J. (Ed.). (2021). Teaching and Learning in the 21st Century. Embracing the Fourth Industrial Revolution. (176 pages). https://brill.com/display/title/60268?language=en&srsltid=AfmBOorrB3ilxQ7JUsvJh2fro2Fi1rm77CUdWvUQm1b27bvezAmWcTEj
- Naidoo, J. (2025). Exploring mathematics teachers’ perceptions of integrating digital pedagogy in rural schools. Discover Education, 2025 (4), 162. https://doi.org/10.1007/s44217-025-00589-1
- Naidoo, J. & Singh-Pillay, A. (2025). Social justice implications of digital Science, Technology, Engineering and Mathematics pedagogy: Exploring a South African blended higher education context. Education and Information Technologies, 29 (10), 1-27. https://doi.org/10.1007/s10639-024-12813-w
- Singh-Pillay, A., & Naidoo, J. (2024). Trainee teachers’ shift towards sustainable actions in their daily routine. Sustainability, 16(20), 1-13. https://doi.org/10.3390/su16208933
- Singh-Pillay, A. & Naidoo, J. (2024). STEM teachers’ use of technologies for online practical work during COVID-19. Journal of Namibian Studies: History, Politics, Culture, 40(1), 522-540. https://namibian-studies.com/index.php/JNS/article/view/6327
- Naidoo, J. & Reddy, S. (2023). Embedding Sustainable Mathematics Higher Education in the Fourth Industrial Revolution Era Post-COVID-19: Exploring Technology-Based Teaching Methods. Sustainability, 15(12), 9692. https://doi.org/10.3390/su15129692
- Singh-Pillay, A., & Naidoo, J. (2023). Learning to Learn Again: Mathematics Education Lecturers’ Reflections on Online Learning During the COVID-19 Pandemic in the Era of the Fourth Industrial Revolution. Journal of Educational Studies, si2, 58-75. https://doi.org/10.59915/jes.2023.special.2.4
- Naidoo, J. (2022). Technology-based Pedagogy for Mathematics Education in South Africa: Sustainable Development of Mathematics Education post-COVID-19. Sustainability, 14(17), 10735; https://doi.org/10.3390/su141710735
- Naidoo, J. (2022). Online Pedagogy Implications for Postgraduate Mathematics Teacher Education in the Context of COVID-19. Journal of Educational Studies, si1, 241-261. https://journals-co-za.ukzn.idm.oclc.org/doi/epdf/10.10520/ejc-jeds_v2022_nsi1_a15
- Singh-Pillay, A. & Naidoo, J. (2022). Teaching and learning innovations during the pandemic: Reflections on online teaching and learning in the context of COVID-19. Southern African Review of Education, 27(1), 77-92. https://hdl.handle.net/10520/ejc-sare_v27_n1_a5
- Naidoo, J., & Hajaree, S. (2021). Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics. South African Journal of Childhood Education, 11(1), 1-12. https://doi.org/https://doi.org/10.4102/sajce.v11i1.846
- Naidoo, J. (2021). Integrating indigenous knowledge and culturally-based activities in South African mathematics classrooms. African Journal of Teacher Education, 10(2), 17-36. https://doi.org/10.21083/ajote.v10i2.6686
- Naidoo, J., & Singh-Pillay, A. (2021). Online teaching and learning within the context of COVID-19: Exploring the perceptions of postgraduate mathematics education students. MEJ (Mathematics Education Journal), 5(2), 102-114. https://doi.org/10.22219/mej.v5i2.17015
- Rajiah, S., Naidoo, J., Tirvassen, R., & Tyagi, R. (2021). A qualitative study on managing the transition practices of sending and receiving teachers in Mauritius. International Journal of Management, 12(3), 812-822. https://doi.org/https://doi.org/10.34218/IJM.12.3.2021.079
- Naidoo, J., & Govender, R. (2021). Postgraduate mathematics education students’ perceptions of technology-based tools and resources: Exploring the influences of connectivism and the three worlds of mathematics. Universal Journal of Educational Research, 9(6), 1214-1223. https://doi.org/10.13189/ujer.2021.090610
- Naidoo, J. (2020a). Postgraduate Mathematics Education Students’ Experiences of Using Digital Platforms for Learning within the COVID-19 Pandemic Era. Pythagoras, 41(1), 1-11. https://doi.org/10.4102/pythagoras.v41i1.568
- Naidoo, J. (2020b). Exploring the flipped learning approach within a mathematics Higher Education milieu in the era of the Fourth Industrial Revolution. Universal Journal of Educational Research, 8(6), 2542- 2553. https://doi.org/10.13189/ujer.2020.080638
- Naidoo, J., & Singh-Pillay, A. (2020). Teachers’ perceptions of using the blended learning approach for STEM-related subjects within the Fourth Industrial Revolution. Journal of Baltic Science Education, 19(4), 583-593. https://doi.org/10.33225/jbse/20.19.583
- Naidoo, J., & Kapofu, W. (2020). Exploring female learners’ perceptions of learning geometry in mathematics. South African Journal of Education, 40(1), 1-11. http://www.sajournalofeducation.co.za
- Naidoo, J., Singh-Pillay, A., Khumalo, S., Van Wyk, M. (2020). Exploring the praxis and traits of mentor teachers who are valued by pre-service teachers. Journal of Educational Studies, 19 (1), 1-33. https://hdl.handle.net/10520/ejc-jeds-v19-n1-a10
- Naidoo, J., & Hansraj, S. (2020). Exploring technology-based teaching for shape and space within mathematical literacy. International Journal of Sciences and Research, 76(8), 1-16. https://doi.org/10.21506/j.ponte.2020.8.1
- Naidoo, J., & Kopung, K. J. (2020). Technology for the 21st Century: Exploring the Use of WhatsApp Instant Messaging for Pre-Service Teachers’ Learning of Mathematics. The International Journal for Technology in Mathematics Education, 27(2), 83-98. http://www.sajournalofeducation.co.za
- Naidoo, J., & Mbokazi, N., T. (2020). Exploring mathematics teachers’ use of technology-based tools to teach grade 10 Euclidean geometry in KwaZulu-Natal, South Africa. International Journal of Sciences and Research, 76(10), 205-219. https://doi.org/10.21506/j.ponte.2020.10.13
- Naidoo, J., & Singh-Pillay, A. (2020). Exploring mathematics teachers’ professional development: Embracing the Fourth Industrial Revolution. Universal Journal of Educational Research, 8(6), 2501-2508. https://doi.org/10.13189/ujer.2020.080634
- Singh-Pillay, A., & Naidoo, J. (2020). Context matters: Science, technology and mathematics education lecturers’ reflections on online teaching and learning during the COVID-19 pandemic. Journal of Baltic Science Education, 19(6A), 1125-1136. http://dx.doi.org/10.33225/jbse/20.19.1125
- Naidoo, J., & Govender, R. G. (2019). Exploring in-service and pre-service teachers’ perceptions of integrating technology-based tools when teaching circle geometry. The International Journal of Science, Mathematics and Technology Learning, 26(2), 1-24. https://doi.org/10.18848/2327-7971/CGP/v26i02/29-49
- Naidoo, J., & Likwambe, B. (2018). Exploring the nature of dialogue within South African pre-service teachers’ Calculus lecture rooms. African Journal of Research in Mathematics, Science and Technology Education, 22(3), 374-385. https://doi.org/10.1080/18117295.2018.1533612
- Naidoo, J., & Mkhabela, N. (2017). Teaching data handling in foundation phase: Teachers’ experiences. Research in Education, 97(1), 1-17. https://doi.org/10.1177/0034523717697513
- Naidoo, J. (2017). Exploring South African pre-service teachers’ perceptions, knowledge and implementation of mathematics pedagogic strategies. Journal of Sciences and Research, 73(5), 324-341. http://dx.doi.org/10.21506/j.ponte.2017.5.29
- Naidoo, J., & Mbokazi, N.T. (2017). Exploring Grade 11 learners’ perceptions of the use of the Geometer Sketchpad programme when learning proofs in Euclidean Geometry. A case study of a South African school. Journal of Sciences and Research, 73(8), 106-119. http://dx.doi.org/10.21506/j.ponte.2017.8.7
- Naidoo, J., & Kopung, K. J. (2016). Exploring the use of WhatsApp in mathematics learning: A case study. Journal of Communication, 7(2), 266-273. http://dx.doi.org/10.1080/0976691X.2016.11884907
- Naidoo, J. (2016). Language matters! Exploring Promise’s use of pedagogic strategies in her mathematics classroom. Language Matters: Studies in the Languages of Africa, 47(3), 372-392. https://doi.org/10.1080/10228195.2016.1233572
- Naidoo, J. (2015). Pedagogic strategies: Using empowerment theory to confront issues of language and race within mathematics education. Power and Education, 7(2), 224-238. https://doi.org/10.1177/1757743815586522
- Mudaly, V., & Naidoo, J. (2015). The concrete-representational-abstract sequence of instruction in mathematics classrooms. Perspectives in Education, 33(1), 45-60. https://www.researchgate.net/publication/283026221_The_concrete-representational-abstract_sequence_of_instruction_in_mathematics_classrooms
- Naidoo, J., & Paideya, V. (2015). Exploring the possibility of introducing Supplemental Instruction at secondary school level. South African Journal of Education, 35(2), 1-10. http://dx.doi.org/10.15700/SAJE.V35N2A1022
- Naidoo, J. (2014). Responsive and Innovative Pedagogies: Exploring Postgraduate Students’ Insights into the Use of Technology in Mathematics Teaching. Alternation, 12(1), 99-123. http://alternation.ukzn.ac.za/Files/docs/21%20SpEd12/05%20Nai.pdf
- Naidoo, J., & Govender, R. G. (2014). Exploring the use of a dynamic online software programme in the teaching and learning of trigonometric graphs. Pythagoras, 35(2), 1-12. https://www.researchgate.net/publication/286661443_Exploring_the_use_of_a_dynamic_online_software_programme_in_the_teaching_and_learning_of_trigonometric_graphs
- Naidoo, J. (2012). Teacher reflection: The use of visual tools in mathematics classrooms. Pythagoras, 33(1), 1-9. https://www.researchgate.net/publication/272644738_Teacher_reflection_The_use_of_visual_tools_in_mathematics_classrooms
- Bansilal, S., & Naidoo, J. (2012). Learners engaging with transformation geometry. South African Journal of Education, 32(1), 26-39. https://files.eric.ed.gov/fulltext/EJ1136347.pdf
- Naidoo, J. & Chirinda, B. (2026). STEM Education in the Post-Pandemic Learning Space. In B. Chirinda, B. & J Naidoo (Eds.). STEM Education in the Post-Pandemic Learning Space: Digitalization in Africa. (pp 1-6). Peter Lang.
- Naidoo, J. & Govender, R. (2026). Strengths, Challenges, and Implications of Digital Pedagogy for Mathematics Education: Exploring South African Postgraduate Students’ Experiences. In B. Chirinda, B. & J Naidoo (Eds.). STEM Education in the Post-Pandemic Learning Space: Digitalization in Africa. (pp 71-86). Peter Lang.
- Chirinda, B. & Naidoo, J. (2026). Summing Up: Digitalization in STEM Education in Post-Pandemic Africa. In B. Chirinda, B. & J Naidoo (Eds.). STEM Education in the Post-Pandemic Learning Space: Digitalization in Africa. (pp 201-210). Peter Lang.
- Naidoo, J. & Singh-Pillay, A. (2025). Incorporating Indigenous Knowledge within Mathematics and Technology Education. Teachers’ Beliefs and Experiences of How Culturally Based Activities Shaped Their Spirituality, Identities, Worldviews, and Attitudes. In E. D. Abdou & T. G. Zervas (Eds.). Ancient and Indigenous Wisdom Traditions in African and Euro-Asian Contexts. (pp 220-241). Routledge.
- Naidoo, J. & Shoba, M.F. (2023). Exploring the use of visual pedagogy to teach mathematical problem-solving. In B Chirinda, P Barmby & K Luneta (Eds.). Mathematical Problem Solving in South Africa. Research and Practice. (pp 63-84). Unisa Press.
- Naidoo, J. (2022). Mathematics teacher educators’ experiences of using technology-based instruction in South Africa. In K Luneta (Ed.), Mathematics Teaching and Professional Learning in Sub-Saharan Africa. (pp 95-112). Springer.
- Naidoo, J. & Singh-Pillay, A. (2022a). Digital pedagogy for mathematics and technology education: Exploring the initiatives at one South African teacher education institution. In J. Olivier et al. (Eds.), Perspectives on Teacher Education in the Digital Age. (pp. 223-241). Springer Nature.
- Naidoo, J. & Singh-Pillay, A. (2022b). Exploring pedagogy within teacher education: Embracing the 4IR. The 4IR and teacher education in South Africa. Contemporary discourses and empirical evidence. F. Maringe & O. Chiramba (Eds.) (149-168). AOSIS Publishing.
- Naidoo, J. (2021a). Exploring teaching and learning in the 21st century. In J. Naidoo (Ed.), Teaching and Learning in the 21st Century. Embracing the Fourth Industrial Revolution. (pp. 1-10). Brill.
- Naidoo, J. (2021b). Transforming the classroom context: Mathematics teachers’ experiences of the use of technology-enabled pedagogy for embracing the fourth industrial revolution. In J. Naidoo (Ed.), Teaching and Learning in the 21st Century. Embracing the Fourth Industrial Revolution (pp. 71-86). Brill.
- Singh-Pillay, A., & Naidoo, J. (2021). Pre-service teacher educators’ experiences of using mobile technologies in the teaching and learning of mathematics and technology education for the fourth industrial revolution. In J. Naidoo (Ed.), Teaching and Learning in the 21st Century. Embracing the Fourth Industrial Revolution (pp. 119-136). Brill.
- Naidoo, J. (2020a). Flipped Learning within Mathematics Teacher Education in KwaZulu-Natal, South Africa: Embracing Connectivism in Response to the COVID-19 Pandemic. In N. Mkhize, N. Ndimande-Hlongwa, L. Ramrathan, & J. A. Smit (Eds.), Teaching and Learning in Higher Education in the Time of COVID-19 (Vol. 3, pp. 85-105). Durban, South Africa.: CSSALL Publishers (Pty) Ltd.
- Naidoo, J. (2017). Exploring teaching methods for diverse educational milieux. In L. Ramrathan, L. le Grange, & P. Higgs (Eds.), Education Studies for initial teacher development (pp. 56-64). Lansdowne, Cape Town: South Africa: Juta.
Community Involvement
- 2025-current. Project Leader: UKZN STEM Learner Enhancement School Outreach Project.
- 2023-2024. Principal Investigator: Save our soil: Examining indigenous knowledge systems and climate change adaptations for STEM subjects. An international community-based perspective.
- 2021-2024. Principal Investigator: Exploring the implications of digital pedagogy for Mathematics, Science and Technology Education.
- 2018-2021. Principal Investigator: Exploring technology-based pedagogic tools for teaching mathematics/mathematics education within Higher Education milieus. The NRF Thuthuka grant funded this project.
- 2014-2016. Principal Investigator: Exploring the use of technology in mathematics teaching and its relationship to mathematics learning. UKZN funded this project: College of Humanities: Competitive Teaching and Learning Grant.
- 2009-2011. Principal Investigator: Exploring master teachers’ use of visuals as explanatory tools in mathematics classrooms. The UKZN College of Humanities Competitive Research Grant funded this project.
Teaching Expertise
- The use of technology and visualisation in Mathematics Education.
- Pedagogic strategies to improve the teaching and learning of Mathematics.
- Sustainable development and Mathematics Education.
- Issues of social justice, race, language and Mathematics Education.
- Indigenous Knowledge Systems and Mathematics Education.
- Mathematics teacher professional development and training
Students
Supervision
Honours
Masters
PhD
Honours
- Ally, N. (2025). Exploring Senior Phase Pre-service Teachers’ Experiences of Using Technology in Mathematics Teaching.
- Maharaj, C. (2021). Exploring the use of technology to teach algebra in mathematics.
- Majozi, S. (2019). Exploring the teaching of angles and parallel lines within Grade 9 Geometry using GeoGebra.
- Singh, D. (2016). Exploring Mathematics lecturers’ reflections on assessing ESL students.
- Buthelezi, T. (2013). Exploring misconceptions made by grade 10 learners when working with fractions.
- Govender, R.G. (2013). Exploring the use of technology when teaching trigonometry graphs in Grade 10 Mathematics.
- Ramsaran, M. (2013). Exploring Grade 9 learners’ perceptions of using visual approaches when learning equations in mathematics.
Masters
- Govender, K. (2024). Exploring the teaching of measurement and conversions in Mathematical Literacy to improve overall results.
- Buthelezi, L.O.V. (2024). Exploring Mathematics teachers’ challenges in linking the primary and secondary number patterns concepts in the Umlazi district.
- Fikile, C.L. (2022). Comparing Engineering Lecturers and Students’ Explanations for Performance in Mathematics.
- Dlamini, X. (2021). Exploring the challenges experienced by Grade 8 learners when learning angles associated with parallel lines in Geometry.
- Shoba, M.F. (2021). Exploring teachers’ use of visualisation tools when teaching Grade 9 problem-solving in mathematics. A case of Umlazi District Dinaledi Schools in South Africa.
- Khuzwayo, N. (2020). Exploring grade 11 Mathematics learners’ learning of trigonometric identities: A case study of one school in KZN
- Nojiyeza, A.S. (2020). Exploring Grade 11 mathematics teachers’ Pedagogical Content Knowledge when teaching Euclidean Geometry in the Umlazi District.
- Shandu, S. (2020). Exploring grade eleven learners’ perceptions of the use of GeoGebra when learning Euclidean geometry. Masters Full Dissertation, University of KwaZulu-Natal, Durban.
- Mlilo, T. (2020). Exploring the Integration of Technology-based Tools in Intermediate Mathematics Classrooms. Masters Dissertation, University of KwaZulu-Natal, Durban.
- Godebo, G.H. (2019). Exploring Grade 11 learners’ use of the GeoGebra programme when learning Euclidean Geometry. Masters Full Dissertation, University of KwaZulu-Natal, Durban.
- Kapofu, W. (2017). The History of Mathematics as a Pedagogical Tool: Exploring learner perspectives with regard to the Theorem of Pythagoras. Masters Full Dissertation, University of KwaZulu-Natal, Durban.
- Taylor, R. (2017). Exploring the teaching of grade 10 statistics. Masters Full Dissertation, University of KwaZulu-Natal, Durban.
- Govender, R.G. (2017). Exploring pre-service teachers’ views on the use of technology-based teaching methods for teaching geometry. Masters Full Dissertation, University of KwaZulu-Natal, Durban.
- Lutaaya, J (2017). Exploring the views of TVET college lecturers on the implementation of the NCV curriculum. Masters Full Dissertation, University of KwaZulu-Natal, Durban.
- Mbokazi, N. T. (2016). Exploring Grade 11 learners’ views on using Geometers’ Sketchpad for proofs in Euclidean Geometry. Masters Partial Dissertation, University of KwaZulu-Natal, Durban.
- Mthembu, S. T. (2016). Exploring the use of the iBox when teaching mathematics in selected KwaZulu-Natal Secondary schools. Masters Partial Dissertation, University of KwaZulu-Natal, Durban.
- Kopung, K. J. (2016). Exploring the use of WhatsApp instant messaging as a platform for pre-service teachers’ learning of mathematics: A mixed-method approach. Masters Full Dissertation, University of KwaZulu-Natal, Durban. (co-supervisor with Dr V. Paideya).
- Baker, M. (2015). Novice teachers’ experiences of teaching literacy in the foundation phase. Masters Partial Dissertation, University of KwaZulu-Natal, Durban.
- Ndlovu, B. R. (2013). Exploring pre-service teachers’ knowledge of proof in Geometry. Masters Partial Dissertation, University of KwaZulu-Natal, Durban.
PhD
- Zondo, A.S. (2025). Teachers’ questioning practices for enhancing learners’ critical thinking in Grade 10 mathematics classrooms
- Shandu, S.T. (2025). Exploring grade 10 learners’ perceptions on using Microsoft Teams as a blended online platform for learning Trigonometric functions.
- Matienga, H. (2024). The enactment of the design and technology curriculum at early childhood development levels at primary schools in Zimbabwe.
- Rajiah, S. (2022). Transition Practices of Sending and Receiving Teachers.
- Hajaree, S. (2021). Exploring the learning of fractions in Grade 5 within the iLembe district of KwaZulu-Natal, South Africa.
- Hansraj, S. (2021). Exploring the use of technology-based teaching methods when teaching shape and space in Grade 10 Mathematics Literacy.
- Mbokazi, N.T. (2021). Exploring mathematics teachers’ use of technology-based tools to teach grade 10 Euclidean Geometry in selected schools in KwaZulu-Natal, South Africa.
- Moodley, S.D. (2021). A comparative analysis of problem-solving procedures of the South African and the Korean grade two prescribed mathematics textbooks.
- Makonye, L. (2019). Exploring the teaching of critical thinking skills to learners to promote mathematical literacy: A case of five schools in the Zaka district of Zimbabwe.
- Likwambe, B. (2018). Exploring mathematical activities and dialogue within a pre-service teachers’ calculus module: A case study.
- Mkhabela, N. D. (2016). Exploring foundation phase teachers’ use of instructional strategies to teach Data Handling in mathematics.