Dumisani Mdlalose
He completed his training as teacher at Indumiso College of Education in Pietermaritzburg in 1984. He worked as a teacher at Zwelibanzi High School Umlazi, Durban, where he established himself as a reputable mathematics teacher in the KZN province. Through experience that he accumulated, he feels he's in a better position now to apply and nurture it for his personal advancement and betterment in achieving set goals. He also takes account of the global importance and relevance (in keeping abreast of continuous developments, technologically and otherwise) and its nature of being the critical filter that inhibits participation in numerous occupations.

He was involved with CASME in a number of ways: as tutor; steering committee member; materials developer; a mathematics tutor and Adult tutor. Dumisani was a member of Amesa (Durban South Region) and a sub-examiner for mathematics. He completed an FDE at UCT in 1997, a B. Ed. at UWC in 1998 and is currently studying for a M Ed. at UCT.

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Kate Bennie
Kate studied at the University of Natal in Pietermaritzburg where she completed a Bachelor of Art degree in Mathematics and English followed by an Honours degree in Pure Mathematics. She moved to the Western Cape in 1992 to do her teacher training and taught at Rustenburg High School for Girls in Rondebosch before being seconded to Malati. She is an active member of AMESA. Kate is currently studying towards a degree of Master or Education (Mathematics) at the University of Cape Town and her dissertation for this course focuses on spatial ability of learners in the intermediate phase.

Rolene Liebenberg
Rolene Liebenberg matriculated at Harold Cressy High School. She then completed her B. Sc., HDE and B. Ed. at UCT and her M. Ed. at the University of Leeds. She taught Mathematics at all levels at Wynberg Senior Secondary and Livingstone High School. She also worked as a research assistant in a Medical Biochemistry Laboratory at he UCT Medical School for 2 years.

Rolene is a member of the Malati Algebra and Geometry Working Groups and is school co-ordinator at Pinelands High School.
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Marlene Sasman
Marlene matriculated at Livingstone High school and then completed the teacher's diploma at Hewat Training College. After a few years of teaching she completed the FITMAST (Formal In-service Training of Mathematics and Science Teachers) course through the universities of Western Cape and Stellenbosch. Here after she completed a B. A. degree, majoring in Mathematics, at the University of Western Cape. She then completed a B. Ed. degree at the University of Cape Town. She is currently studying towards a degree of Master of Education (Mathematics) at the University of Stellenbosch and her dissertation focuses on students' thinking processes while generalising. Marlene has taught Mathematics at various Secondary Schools, holding positions as subject-head and head of department and is an active member of AMESA. She was a member of the organising committee as well as a presenter for the in-service course for Std. 5-7 Mathematics teachers under the auspices of AMESA-WCED. At MALATI she is able to continue her interest in INSET and the development of the learning and teaching of algebra. She is a member of the Algebra and Calculus working groups and represents MALATI on the Learning Area Committee(Mathematics) of the Western Cape. She represents the Learning Area Committee(Mathematics) on the Further Education and Training Phase Committee preparing for Curriculum 2005.
She is enrolled for an M. Ed. at the University of Stellenbosch.

Karen Newstead
Karen grew up in the Cape and studied Mathematics and Counselling Psychology at the University of Stellenbosch. Her main interests are how pupils learn mathematics and, more generally, the psychology of mathematics education, hence the subjects of her M. Phil. (The Psychological Investigation of Intellectual Development) and Ph.D. (Mathematics Anxiety) at the University of Cambridge. Since then Karen has been involved in several primary school mathematics projects as a researcher and/or teacher developer. She helps to organise the MALATI research, acts as a coordinator in one of their primary schools and forms part of the 'Fractions/Primary' and 'Probability and Data Handling' development teams.

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Richard Bingo Lukhele
Bingo matriculated at Khumbula High School in Mpumalanga (White River) where he grew up. He then completed a PTD at Mgwenya College of Education. He started teaching at a primary school. He was thereafter recruited to a high school where he taught Standard 8 and 9 mathematics. After two years of teaching at the high school, he went to Wits University where he completed his B. Prim. Ed. in 1995, with Mathematics and English as majors. As a student in 1994-1995 he was appointed as a mathematics method tutor. He thereafter went on and completed a B. Ed. degree at the same institution.

Kate Hudson
Kate matriculated in 1984 at Kloof High School, Natal. She then went on to study a B. Sc. in Pure and Applied Mathematics at Natal University, followed by an Honours degree in Applied Mathematics. Upon graduating in 1988 she moved to Zenex Oil, Johannesburg where she worked as the Computer Manager. In 1990 Kate returned to Natal University to embark on an M. Sc., studying the hydrodynamics of the St. Lucia Estuary in Northern Natal. After completing the necessary field work for her M. Sc. Kate moved to Cape Town taking up the position of Senior Mathematics Teacher at Diocesan College whilst completing her M. Sc.

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Shaheeda Jaffer
Shaheeda Jaffer matriculated from South Peninsula High School. She then completed her B. Sc., HDE and B. A. at UCT and her B. Ed. at UWC. She taught mathematics and headed the Mathematics Department at Garlandale High. She was employed at the Goldfields Resource Centre, UWC as co-ordinator of the Mathematics Courseware Project and then became involved in curriculum development in the REMESA project. She is currently working at the Mathematics Education Project at UCT.

She is a member of AMESA and has been involved in the AMESA/WCED Junior Secondary Partnership. She has a keen interest in the learning and teaching of geometry at secondary level and in the role of technology in the mathematics curriculum.

Amanda le Roux
She matriculated at Bloemhof Girl's High School. She then completed the B. Sc. (Mathematics and Physics) and HDE at the University of Stellenbosch. She taught at Zwaanswyk and various other high schools between producing several children. She completed a B. Ed. through UNISA while teaching at Paarl Teacher's College. Then she finished a M.Ed. (UNISA) while doing research at IMSTUS, Stellenbosch. She lectured at Denneoord Teacher's College and then worked for several years in an Adult Education Project. Three years ago she joined the staff of the Cape Town Teacher's College. She is currently employed by the Research Unit for Mathematics Education at the University of Stellenbosch (RUMEUS).

Therine van Niekerk
Therine matriculated in Gauteng at Florida High. She then went on to Stellenbosch where she completed her B.Prim.Ed at the University. She started teaching at Tygerhof Primary while completing her B.Ed. (also at Stellenbosch).
She has always been fascinated by mathematics. Since she started to work at Malati (October 1997) she has been involved with children's understanding of fractions. She completed a B. Ed. at the University of Stellenbosch and is currently studying towards a M.Ed focusing on fractions.

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Zonia Jooste
Zonia started her teacher training at Zonnebloem College in 1972. Her teaching career started in 1975 with a LPTC as a maths teacher. In 1982 she completed a full-time one- year course in Physical Education at Zonnebloem and completed matric in 1983 through a correspondence course. From 1989 to 1994 she was involved in part-time studies completing the D.E (2) -1990 ; D.E.(3) - 1992 and H.E.D. (4) SP - 1994. with mathematics as major. In 1995 she obtained the Certificate in Primary Maths and in 1996 the Diploma in Primary Maths with distinction at Rhodes University where she experienced intensive training as a maths facilitator. Her involvement with TOPS resulted in a certificate in computer literacy and since 1995 she has presented over 50 workshops to teachers of Mitchells Plain, Khayelitsha, Guguletu, the Southern and Northern Suburbs. She taught maths for twenty three years and held positions as maths subject-head, HOD and acting Deputy Principal, Governance Body member and she achieved a Teaching Merit Award. She serves on the Amesa Council for the past two years and conducted Prinset workshops (Amesa & WCED) to primary teachers. She is an active member on the MLMMS Learning Area Committee and is the maths representative on the Intermediate Phase Committee preparing for Curriculum 2005 issues. She completed a FDE through Rhodes University and a B.Ed at Stellenbosch university and is currently studying for a M. Ed. at UCT.

Jozua Lambrechts
Jozua taught Mathematics and Science at Robertson High School until he joined the EMSCEP project in June 1996. Since then he has been teaching in Springs as part of the Second Chance Programme. As well as working in the Second Chance Programme, he is currently involved part-time in ABET work and in Malati. Jozua is particularly interested in why and how people learn, and in how assessment can help us to reach curriculum goals.

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Hanlie Murray
She started life in the Karoo and was fortunate enough to matriculate in the same town she was born. She obtained a B. Sc. degree (Mathematics and Physics ) at Stellenbosch, then spent three years in England and then about twelve years lecturing about computers. She has been doing research, lecturing and in-service training for teachers on Mathematics Education for the last sixteen years. She has an M. Ed. in Mathematics Education.

Agatha Lebethe
Agatha is currently working at MEP concentrating on Primary education as well as studying towards a Further Diploma in Education (Mathematics). She Matriculated from Immaculata in 1985 and then went on to complete an HDE at UWC. Agatha has taught at Eros School for the Cerebral Palsy and in Venda at Liivha School.

Donald Katz
Donald presently works at MEP, where he is primarily concerned with secondary school mathematics and work with mathematics teachers at this level.
He is originally from Kimberley and has done all his tertiary training at UCT. His current interest is to explore ways and means through which mathematics teaching and learning can be improved in schools where the necessary culture of learning is lacking. He is currently studying for an M. Ed. at UCT.

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Delshe Delport
Delshé completed school in 1990. Her first position was for a Non-governmental Organisation; Education Alive as a half-day receptionist, which after 2 weeks was changed to a full time position. Through dedication and hard work received a promotion as a fieldworker, who went out to underprivileged schools in the Western Cape teaching study skills. She was then promoted as the High School Co-ordinator during 1994. She did a short facilitator's course at UCT to assist her with facilitating skills. Delshe joined the MALATI team since its conception in 1997.

Louise Ismail
Louise matriculated in 1973. She joined First National Bank in 1974 to start a banking career. She obtained several certificates in banking. Her biggest achievement was to become an Assistant Accountant in 1990. After 18 years she left the bank and joined the TB (Tuberculosis) Alliance project as Secretary/Admin Clerk. She was promoted to Admin Manager in 1994 and in 1996 to Assistant Manager. Due to the financial constraints caused by a lack of funding in the 4th year of the project, she decided to find a more stable position and joined the MALATI team on 16 November 1997.

Alwyn Olivier
After teaching for 12 years in high schools in the Western and Eastern Cape, Alwyn was appointed as lecturer in Mathematics Education at the University of Stellenbosch in 1982, where he still teaches. He sees his function as Director of Malati as helping to give academic direction to our work, i.e. trying to ensure that our work with children, teachers and our material development is based on sound theoretical and research perspectives, while not losing sight of practical issues. Alwyn is actively involved in the work of the Algebra Group.

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