ERIC MACHISI

Patient Math Teacher with a resourceful and engaging teaching style demonstrated over 21 years of academic experience. Caring and hardworking professional with exceptional work ethic and commitment to cultivating productive learning environments to drive student progress and comprehension.

UAE Certified Mathematics Teacher, Cycle 3 (Grades 9-12)

PhD in Mathematics Education

MSc in Mathematics Education

BSc in Mathematics

Diploma in Education

§ College Prize for graduating with a distinction in Mathematics, 1998

§ Vice Chancellor’s Prize for First Class degree in Mathematics, 2007

§ University Book Prize for Best Student in the 2007-Honors degree cohort.

§ Awarded Certificate of Exceptional Achievement in Grade 12 Mathematics Results: 2009, 2010.

§ Awarded Merit Certificates for being the Most Dedicated Educator of the Year at Mohlakaneng High School: 2008, 2009, 2010, and 2011.

§ Received the Principal’s award for being a good leader: 2008, 2010.

• Reviewer for Eurasia Journal of Mathematics, Science, and Technology Education

Machisi, E. (2021). Grade 11 students’ reflections on their Euclidean geometry learning experiences. Eurasia Journal of Mathematics, Science and Technology Education, 17(2), em1938. https://doi.org/10.29333/ejmste/9672

Machisi, E. (2023). Secondary mathematics education in South Africa and Zimbabwe: Learning from one another. Contemporary Mathematics and Science Education, 4(1), ep23007. https://doi.org/10.30935/conmaths/12812

Machisi, E. (2023). Secondary school mathematics teaching evaluations by students: A report card for the mathematics teacher. Eurasia Journal of Mathematics, Science and Technology Education, 19(1), em2211. https://doi.org/10.29333/ejmste/12774

Machisi, E. (2024). An analysis of calculus application questions in grade 12 mathematics exams in South Africa. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), em2519. https://doi.org/10.29333/ejmste/9672

Machisi, E., & Feza, N. N. (2021). Van Hiele theory-based instruction and Grade 11 students’ geometric proof competencies. Contemporary Mathematics and Science Education, 2(1), ep21007. https://doi.org/10.30935/conmaths/9682

Machisi, E., & Ogbonnaya, U. I. (2014). Students’ use of multiple solution strategies to find the angle between two intersecting and non-perpendicular lines. Mediterranean Journal of Social Sciences, 5(6), 309-317.

Machisi, E., Mogari, D. L., & Ogbonnaya, U. I. (2014). Comparing strategies of determining the centre and radius of a circle using repeated measures design. In P. Webb, M. G. Villanueva, & L. Webb (Ed.), Proceedings of the 22nd Annual Meeting of the South Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, (pp. 101-114). Port Elizabeth, South Africa.

Machisi, E., Ogbonnaya, U. I., & Mogari, D. (2013). Enhancing low- performing learners’ achievement in finding the general term of a quadratic sequence. In Z. Davis, & S. Jaffer (Ed.), 19th Annual Congress of the Association for Mathematics Education of South Africa, (pp. 104-114). Cape Town, South Africa.

Ogbonnaya, U. I., Mogari, D. L., & Machisi, E. (2013). A Comparison of Low Performing Students' Achievements in Factoring Cubic Polynomials Using Three Different Strategies. In K. Piet, I. Tomayess, M. S. Nurfadhlina, & I. Pedro (Ed.), International Conference on Educational Technologies (pp. 33-40). Kuala Lumpur, Malaysia: IADIS Press.