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Prof Jill Adler

Prof Jill Adler

Jill is a Distinguished Professor in the Wits School of Education. She is the former holder of a SARChI Chair in Mathematics Education at the University of the Witwatersrand, and former Director of the WMCS project. She has spearheaded several large-scale teacher development projects, the most recent of which is WMCS. This work builds on her research on teaching in multilingual classrooms, and teacher professional development. Jill is the 2017-2020 President of the International Commission on Mathematical Instruction (ICMI) and a Visiting Professor of Mathematics Education at King’s College London, UK. She is the recipient of numerous awards, the most significant of which are the 2012 Academy of Science of South Africa (ASSAf) Gold Medal for Science in the Service of Society, and the 2015 Freudenthal Award.

  • PME proceedings

  • A Case of Lesson Study in South Africa

  • Handbook on teacher education

  • ERME book chapter

  • Disaggregating a Mathematics Teacher’s Pedagogical Design Capacity

  • Identity resources and mathematics teaching identity: an exploratory study.

  • Research for educational change

  • Mining mathematics in textbook lessons. International Journal of Science and Mathematics Education

  • Mathematical discourse in instruction matters

  • Mathematics Discourse in Instruction (MDI): A discursive resource as boundary object across practices

  • Mathematics Teachers’ “take-up” from professional development

  • Researchers and teachers as learners in Lesson Study

  • Tensions and dilemmas as source of coherence

  • A lesson to learn from

  • Learners’ errors in secondary algebra: Insights from tracking a cohort from Grade 9 to Grade 11 on a diagnostic algebra test

  • A framework for describing Mathematics Discourse in Instruction and interpreting differences in teaching

  • Turning mathematical knowledge for teaching social

  • Evaluation as key to describing the enacted object of learning

  • Can improving teachers’ knowledge of mathematics lead to gains in learners’ attainment in mathematics?

  • Teachers’ mathematical discourse in instruction: Focus on examples and explanations

  • Coherence and connections in teachers’ mathematical discourses in instruction

  • Recontexualising items that measure mathematical knowledge for teaching into scenario based interviews: an investigation

  • Mathematics for teaching matters

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