Kate le Roux


Associate Professor Kate le Roux’s research, teaching and leadership are located in the interplay of language, mathematics, and disciplinary knowledge-making and learning in science and engineering.  For her focus on equity, power, access, and redesign in multilingual contexts, she draws on critical thinking in mathematics education within the socio-political and socio-ecological; languages and literacies; and a Southern Theory approach to decolonial thinking.

Kate has a PhD in Mathematics Education (University of the Witwatersrand, 2011). She is a former Mandela Mellon Fellow at the Hutchins Center for African & American Research at Harvard University, and serves on the International Committee on Mathematics Education and Society. Kate has co-chaired: the Topic Study Group: Social and Political Dimensions of Mathematics Education for ICME14; the Worldwide Universities Network funded project Innovating the mathematics curriculum in times of change: Towards local and global relevance; and the ICMI symposium Mathematics Education and the Socio-Ecological.


Selected Publications



  • Le Roux, K., Murugan, J., Marquard, S., and Adams, P. (2023, online). Undergraduate mathematics students’ reported use of learning resources towards accessing mathematics. African Journal of Research in Mathematics Science and Technology. https://doi.org/10.1080/18117295.2023.2180189 

  • Le Roux, K., Ngoepe, M., Shaw, C., & Collier-Reed, B. I. (2022, online). Language and disciplinary literacies for accessing, learning and communicating meaning: students’ experiences of the transition from school to first-year undergraduate engineering. European Journal of Engineering Education. 47(3), 1144-1163. https://doi.org/10.1080/03043797.2022.2122406

  • Ngoepe, M., le Roux, K., Shaw, C., & Collier-Reed, B. (2022). Conceptual tools to inform course design and teaching for ethical engineering engagement for diverse student populations. Science and Engineering Ethics. 28(2), 20 pages. https://doi.org/10.1007/s11948-022-00367-4

  • Le Roux, K., Brown, J., Coles, A., Helliwell, T., and Ng, O.-L. (2022). Editorial for a special issue of Research in Mathematics Education: Innovating the mathematics curriculum in precarious times. 24(2) ,117-127. https://doi.org/10.1080/14794802.2022.2090422

  • De Freitas, E., Sinclair, N., le Roux, K., Solares, A., Coles, A., & Ng, O.-L. (2022). New spatial imaginaries for international curriculum projects: Creative diagrams, mapping experiments, and critical cartography. Special Issue of Qualitative Inquiry: Posthuman creativity, 28(5), 507–521. https://doi.org/10.1177/10778004211068201

  • Le Roux, Taylor, D.L., Kloot, B., & Allie, S. (2021). Research on higher education: A perspective on the relations between Higher Education Studies and Discipline-Based Education Research. Teaching in Higher Education. 26(1), 50-64. https://doi.org/10.1080/13562517.2019.1634538

  • Le Roux, K., & Rughubar-Reddy, S. (2021). The potential of an Africa-centred approach to theory-use in Critical Mathematics Education. In A. Andersson & R. Barwell (Eds.), Applying critical perspectives in mathematics education (pp. 100-122). Brill.https://brill.com/view/title/59686

  • Le Roux, K., Bangeni, B., & McKinney, C. (2021). Language policy for equity in university STEM education in postcolonial contexts: Conceptual tools for policy analysis and development. In A.A. Essien & A. Msimanga (Eds.), Multilingual Education Yearbook 2021: Policy and Practice in STEM Multilingual Contexts (pp. 195-293). Springer. https://www.springer.com/gp/book/9783030720087

  • Le Roux, K., & Kloot, B. (2020). Pedagogy for modelling problem solving in engineering dynamics: A social semiotic analysis of a lecturer’s multimodal language use. European Journal of Engineering Education, 45(4), 631-652. https://doi.org/10.1080/03043797.2019.1657068

  • Le Roux, K. (2017). “Closing the gap”: Three mathematics students talk about their transitions to and through their undergraduate degrees in the sciences. In B. Bangeni and R. Kapp (Eds.), Negotiating learning and identity in Higher Education: A longitudinal perspective on access, persistence and retention in higher education (pp. 31-60). Bloomsbury.