South Africaâs participation in international achievement studies in recent years has
served as a useful benchmark for learner performance in mathematics. The analysis of
learning achievement against national and international benchmarks indicates that an
improvement in the quality of learning output remains one of the biggest challenges
facing the South African education system. Finding ways to improve learner
performance in mathematics should thus be a critical priority for all stakeholders.
The extant literature proposes that strengthening the practice of using assessment for
formative purposes results in significant learning gains. The value of positive and
constructive feedback to learners during the process of assessment is advocated by a
number of studies, yet few studies focus on investigating the use of feedback strategies
in a mathematics classroom context, or reflect on the contextual realities that may
impact on the provision of feedback to learners.
In this research a case study was conducted in the classrooms of two primary school
mathematics teachers in order to explore evidence of feedback strategies used in their
classrooms and the factors that may have an impact on their ability to provide
constructive feedback to learners. The study also examined the contextual realities at
classroom level that may impede on the use of constructive feedback to enhance
learning. The teachers were observed in their classrooms and follow-up interviews were
conducted. Samples of the teachersâ documents and the learnersâ work were used to
evaluate the teachersâ feedback strategies and provide practical suggestions. The
qualitative data was used to explicate findings from the literature review and enabled the
study to provide recommendations pertaining to the provision of feedback to learners.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ufs/oai:etd.uovs.ac.za:etd-11112011-112915 |
| Date | 11 November 2011 |
| Creators | Naroth, Charmon |
| Contributors | Dr ER du Toit, Prof GF du Toit |
| Publisher | University of the Free State |
| Source Sets | South African National ETD Portal |
| Language | en-uk |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.uovs.ac.za//theses/available/etd-11112011-112915/restricted/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University Free State or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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