NRF Women's Month 2026: Dr Makhosi Madimabe-Mofokeng

Every research journey starts with a question. This Women’s Month, the NRF celebrates women driven by curiosity — researchers whose questions, ideas and determination are expanding our understanding of the world around us. From exploring the unknown to deepening our existing knowledge, curiosity remains at the heart of discovery. We thank all participants for sharing their stories with us.

Dr Makhosi Madimabe-Mofokeng is a Lecturer in the Faculty of Education, Secondary School Education at Nelson Mandela University. She was supported by an NRF Thuthuka Grant for her Doctoral studies. Her current research and academic work focus on improving secondary school mathematics education by making it more relevant, inclusive, and connected to learners’ lived experiences.

How has your affiliation with the NRF impacted your studies/career?

My relationship with the National Research Foundation (NRF) has been instrumental in shaping my academic and research trajectory. I was an NRF Thuthuka Grantholder (PhD Track) for the 2024–2025 funding cycle. This grant provided critical financial support towards the completion of my doctoral research titled “Towards developing a comprehensive model for the indigenisation of Secondary School Mathematics Pedagogy through an Ethno-STEM approach.”

The NRF Thuthuka Grant enabled me to conduct my research systematically by supporting essential research activities, including data collection, dissemination of research findings, and participation in academic scholarly platforms. Beyond financial assistance, the grant affirmed the value and relevance of my research focus, which seeks to contribute to decolonised, culturally responsive, and technology-enhanced mathematics education, particularly within rural and historically underserved contexts.

In recognition of my research contribution and potential as an emerging researcher, I was awarded the Best Poster and Overall Presenter Award at the 2024 NRF Next Generation and Emerging Researchers (NGER) Symposium. This recognition provided an important platform to showcase my doctoral research, engage with researchers from diverse disciplines, and strengthen my confidence as an emerging scholar.

The support and recognition received from the NRF have had a significant impact on my academic career. It contributed to the successful completion of my PhD, strengthened my research profile, expanded my scholarly networks, and enhanced my visibility within national and international research communities. The NRF’s support has also positioned me to contribute more meaningfully to mathematics education research, supervise emerging researchers, collaborate on future research initiatives, and pursue further funding opportunities aimed at advancing transformative and socially responsive education.

Overall, my engagement with the NRF has been a catalyst for my growth as an independent researcher and academic. It has not only supported my doctoral journey but has also empowered me to develop research capacity and contribute towards addressing educational inequalities through innovative and contextually relevant approaches to teaching and learning.

What is your research focus or area of expertise?

My current research and academic work focus on improving secondary school mathematics education by making it more relevant, inclusive, and connected to learners’ lived experiences. My area of expertise is mathematics education, with a particular interest in the integration of Indigenous Knowledge Systems (IKS), technology, culturally responsive pedagogy, and innovative approaches to mathematics teaching and learning.

My doctoral research explored how mathematics teaching can be strengthened by connecting school mathematics with learners’ cultural knowledge, everyday experiences, and locally available resources. The study was conducted in secondary schools in the Matatiele region of the Eastern Cape.

Although I do not originate from the Matatiele region, what drew me closer to this context was my own Sesotho cultural grounding and the recognition of the strong Basotho cultural presence within this region. Matatiele’s geographical location, situated along the border of Lesotho, has contributed to the preservation and visibility of the Sesotho language, traditions, and cultural practices. This connection created an opportunity to explore how indigenous knowledge embedded within communities can contribute meaningfully to mathematics teaching and learning.

In simple terms, my research asks: How can we teach mathematics in ways that allow learners to recognise mathematics as knowledge that is not separate from their communities, cultures, and everyday experiences? The study explored how teachers can use an Ethno-STEM approach, which brings together Indigenous Knowledge Systems, Science, Technology, Engineering, and Mathematics (STEM), to create more meaningful and culturally responsive mathematics classrooms.

For example, cultural practices such as beadwork, traditional games, patterns, and indigenous designs provide opportunities for learners to engage with mathematical ideas such as geometry, symmetry, measurement, spatial reasoning, and patterns. By drawing from these familiar contexts, mathematics becomes more accessible and meaningful to learners.

One of the key outcomes of this research was the development of the Katiba ya Basotho “Mokorotlo” Model, a framework that provides guidance on how Indigenous Knowledge Systems, technology, and mathematics pedagogy can be integrated to support the indigenisation of secondary school mathematics teaching. Inspired by the Basotho traditional hat (Mokorotlo), the model symbolises the importance of bringing together cultural knowledge, pedagogical practices, technological tools, and institutional support to create a holistic approach to mathematics education.

My broader research agenda continues to focus on mathematics teacher education, technology-enhanced learning, culturally responsive pedagogy, and strengthening the capacity of teachers to create inclusive learning environments. Through my teaching, research supervision, and collaborations, I aim to contribute towards preparing mathematics teachers who are able to bridge global mathematical knowledge within local contexts.

Ultimately, my work seeks to contribute to an education system where learners’ cultural identities and indigenous knowledge are recognised as valuable resources for learning, while ensuring that they develop the mathematical and technological competencies required to participate meaningfully in a changing world.

What sparked your curiosity about your field of research, and what continues to keep you curious?

My curiosity about mathematics education was sparked by my upbringing and lived experiences as a Mosotho girl in the rural areas of the Free State, in the village of Thaba-Bosiu in Qwaqwa.

Growing up in this context exposed me to the richness of Indigenous knowledge, cultural practices, and community-based ways of understanding the world. From an early age, I observed that mathematics was present in many aspects of everyday life, from patterns in traditional designs, beadwork, and crafts, to measurements, spatial reasoning, and problem-solving practices within the community.

However, as I progressed through my educational journey, I became increasingly aware of a disconnect between the mathematics taught in formal schooling and the mathematics embedded within learners’ cultural environments. The knowledge, practices, and experiences that learners bring from their homes and communities often remain invisible in classrooms. This sparked my curiosity about how mathematics education could become more inclusive and meaningful by recognising learners’ cultural identities as valuable resources for learning.

As a Mosotho scholar whose roots are deeply connected to my cultural identity, I became interested in exploring how Indigenous Knowledge Systems can contribute to mathematics teaching and learning. This personal connection also influenced my doctoral research in the Matatiele region of the Eastern Cape.

What continues to keep me curious is the possibility of transforming mathematics education so that learners can see themselves, their communities, and their histories reflected in what they learn. I remain fascinated by questions such as: How can we bridge indigenous ways of knowing with contemporary mathematics and technology? How can teachers be supported to create learning environments that value both global mathematical knowledge and local cultural knowledge? How can we ensure that learners from rural contexts recognise their backgrounds as sources of knowledge rather than limitations?

My research continues to be driven by the belief that mathematics is not only a set of abstract concepts and procedures but also a human activity that is shaped by culture, creativity, and problem-solving. This curiosity led to the development of the Katiba ya Basotho “Mokorotlo” Model, which emerged from my doctoral research as a framework for integrating Indigenous Knowledge Systems, technology, and mathematics pedagogy. The model symbolises my commitment to an education system where learners’ identities and cultural knowledge are recognised as foundations for meaningful learning.

Ultimately, what keeps me curious is the opportunity to contribute towards a more socially just and transformative mathematics education — one where every learner, regardless of their geographical location or background, can see their knowledge, culture, and experiences as valuable contributions to the world of mathematics.

What is one thing you wish more people understood about your field of research?

One thing I wish more people understood about my field of research is that mathematics is not only a collection of formulas, rules, and procedures that exist separately from people’s everyday lives. Mathematics is a human activity that is shaped by creativity, culture, experiences, and the ways in which communities make sense of their world.

For many learners, particularly those from rural and culturally diverse contexts, mathematics can sometimes appear disconnected from their realities because the examples, teaching approaches, and learning resources used in classrooms may not always reflect their lived experiences. However, mathematical thinking exists within many community practices, including traditional designs, patterns, architecture, games, measurement systems, trading practices, and artistic expressions.

My research seeks to highlight that Indigenous Knowledge Systems are not a replacement for formal mathematics, but rather a valuable resource that can create meaningful connections between learners’ existing knowledge and the mathematics taught at school. When learners see their cultures and experiences reflected in mathematics classrooms, they are more likely to develop a stronger sense of belonging, confidence, and appreciation for the subject.

I also wish more people understood that integrating culture into mathematics education does not mean lowering standards or moving away from scientific knowledge. Instead, it is about expanding how we engage learners, recognising multiple pathways to understanding, and creating bridges between local knowledge and global mathematical knowledge.

Through my work on the Ethno-STEM approach and the development of the Katiba ya Basotho “Mokorotlo” Model, I advocate for a mathematics education system that values both indigenous wisdom and technological advancement. My hope is that more people will recognise that every community has knowledge to contribute, and that education becomes more powerful when learners are able to connect what they learn in classrooms with who they are and where they come from.

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