There is a crisis in mathematics teaching and learning in South Africa. Both national and international tests have shown that South African learners do not have the mathematical knowledge and skills that are expected of them at a certain age.
Research has proven that the effective use of formative assessment can assist to improve learnersâ performance in mathematics. However, for this to happen a very specific teaching-learning environment should prevail in mathematics classrooms.
The aim of this study is twofold: Firstly, it investigated whether mathematics teachers at certain schools used formative assessment to improve learnersâ performance in their mathematics classrooms and to establish the extent of their use of formative assessment for this purpose. Secondly, the study considered whether these teachers created suitable teaching-learning environments in which effective formative assessment could take place in their classrooms.
Both national and international sources were used in the literature study to investigate formative assessment in the outcomes-based paradigm. The researcher concluded that formative assessment is best described in terms of seven attributes. These attributes and how they should be applied in mathematics classrooms to improve teaching and learning were investigated. Furthermore, the researcher investigated the nature of teaching-learning environments that would support the effective use of formative assessment in mathematics classrooms.
A combined research design, that included both qualitative and quantitative research methods, was used to investigate how formative assessment was being applied in certain grade 8 and 9 mathematics classrooms as well as the nature of the existing teaching-learning environments. Both the teachers and the learners at the participating schools took part in the study. The teachersâ classes were observed, whereafter interviews were conducted and the documents of both the teachers and the learners were analysed. Other data were collected using questionnaires answered by all learners taught by the teachers who participated in the research study.
It was concluded that the participating teachers did not use formative assessment effectively to improve teaching and learning of mathematics. The teachersâ knowledge of formative assessment and their planning for its implementation were questioned. Teaching-learning environments did not satisfy the conditions needed to support effective formative assessment in mathematics classrooms.
The importance of effective training for teachers was recommended. Nonetheless, training can only succeed if it is followed by in-school support of teachers. The role of the mathematics learning facilitator (subject advisor) and/or senior mathematics teachers can be extended by using section B of the learnersâ questionnaire as a diagnostic instrument to identify teachersâ shortcomings regarding formative assessment as well as to establish suitable teaching-learning environments. The learners of the specific teacher (who is being supported in the use of formative assessment) will complete this questionnaire. Classroom observations and interviews conducted with the mathematics teacher will be used to find possible reasons for the identified shortcomings. This should be followed by support to the teacher in order to eliminate problem areas. However, support should not occur in a single session only, but should rather be a continuous process where the teacher and learning facilitator/senior teacher work together to ensure a high standard of teaching mathematics to learners.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ufs/oai:etd.uovs.ac.za:etd-08212012-154946 |
| Date | 21 August 2012 |
| Creators | Van der Merwe, Reinette |
| Contributors | 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-08212012-154946/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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