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Assessment for learning : an approach towards enhancing quality in mathematics teaching and learning in grade 6

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dc.contributor.advisor Van den Berg, Geesje
dc.contributor.advisor Mawela, Ailwei Solomon
dc.contributor.author Mahlambi, Sizwe Blessing
dc.date.accessioned 2020-11-25T11:38:35Z
dc.date.available 2020-11-25T11:38:35Z
dc.date.issued 2020-05
dc.identifier.uri http://hdl.handle.net/10500/26928
dc.description Abstracts in English, Afrikaans and Zulu en
dc.description.abstract Assessment is considered as integral to the teaching and learning process of Mathematics where various types of assessment are used to develop feedback for several purposes. Research has highlighted the challenge of the dominance of summative assessment in classroom assessment practices. In recent years, world countries have been acknowledging the use of assessment for learning (AfL) to enhance the learning process and thus improve learner performance. This research explored how Mathematics teachers applied AfL in their classrooms. A theoretical framework to support AfL was presented through an overview of constructivism theory, social justice theory, connectivism theory, TPACK theory and Bloom’s Revised Taxonomy. A qualitative approach and a case study design were applied involving nine Mathematics teachers from nine primary schools. Data, collected through semi-structured interviews, non-participant observation and document analysis, were thematically analysed. The findings show a positive understanding of what AfL is and its importance to the teaching and learning of Mathematics. However, the application of AfL was found to be inconsistent with its purpose of creating an environment conducive to develop feedback that supports the learning process. Challenges that inhibit its application were found to outweigh successes experienced by teachers. Lack of theoretical understanding of the use of AfL, overcrowding, the language of learning and teaching and lack of resources emerged as some of the major challenges. Teachers pleaded for more in-service training opportunities to assist them with managing assessment for learning practices in Mathematics. en
dc.description.abstract Assessering is onlosmaaklik met die onderrig en leer van wiskunde verbind. Wiskunde word op verskeie maniere geassesseer sodat terugvoering om allerlei redes verkry word. Volgens navorsing oorheers summatiewe assessering in klaskamers. In die laaste jare word assessering vir leer (AvL) wêreldwyd aangewend om die leerproses en leerders se prestasie te verbeter. In hierdie studie is nagevors hoe wiskundeonderwysers AvL in die klaskamer toepas. ʼn Teoretiese raamwerk vir AvL is opgestel uit ʼn oorsig van die konstruktivistiese teorie, die sosialegeregtigheidsteorie, die konnektivismeteorie en die TPACK-teorie en Bloom se Hersiene Taksonomie. ʼn Kwalitatiewe benadering en ʼn gevallestudie-ontwerp is gevolg in die verkenning van nege wiskundeonderwysers by nege primêre skole se assessering. Data is deur halfgestruktureerde onderhoude, waarneming sonder deelname en dokumentontledings versamel en tematies geanaliseer. Daar is bevind dat die onderwysers geweet het wat AvL is en die belang daarvan in die onderrig en leer van wiskunde besef het. Die toepassing het egter nie met die oogmerk van AvL gestrook nie. Die oogmerk is om ʼn omgewing tot stand te bring wat assessering bevorder om leer te ondersteun. Die toepassingsprobleme van AvL oorskadu die welslae wat daarmee behaal word. ʼn Gebrekkige teoretiese begrip van hoe AvL gebruik word, oorvol klaskamers, die taal van onderrig en leer, en ʼn gebrek aan hulpbronne is van die grootste uitdagings. Onderwysers bepleit indiensopleiding sodat hulle die assessering van leerpraktyke in wiskunde beter kan bestuur. af
dc.description.abstract Ukuhlola kuthathwa njengento esemqoka ohlelweni lokufundisa nokufunda imethamethiksi lapho izinhlobo ezahlukahlukene zokuhlola zisetshenziswa ukwakha umbiko wakamuva ngesizathu sezinhloso ezimbalwa. Ucwaningo selukhombise inselelo yokuhamba phambili kwenhlobo yokuhlola i-summative assessment lapho kuqhutshwa umsebenzi wokuhlola emagunjini okufunda. Eminyakeni esandakwedlula, amazwe omhlaba kade amukela ukusetshenziswa kohlelo lokuhlola ukufunda (AFL) ukuqinisa uhlelo lokufunda kanti lokhu kuthuthukisa izinga lokufunda lomfundi. Lolu cwaningo beluhlola indlela uthisha wesifundo semethamethiksi ebesebenzisa uhlelo lwe-AFL emagunjini abo okufundisa. Isakhiwo sethiyori esiqonde ukuxhasa uhlelo lwe-AFL lwethuliwe ngamafuphi ngomqondo phecelezi we- -constructivism theory, social justice theory, connectivism theory, TPACK theory kanye ne-Bloom’s Revised Taxonomy. Indlela yocwaningo eyencike kwingxoxo (qualitative approach) kanye nedizayini yocwaningo lotho (case study design) zisetshenziswe kuxutshwa phakathi othisha bemethamethiksi abayisishiyagalolunye abavela ezikoleni zamabanga aphansi. Idatha iqoqwe ngokwenza inhlolovo eyakhiwe kancane, kanti kuye kwabhekisiswa imibono yalabo abangadlalindima kanye nokuhlaziywa kombhalo kuye kwahlaziywa ngokuthi kubhekwe indikimba. . Ulwazi olutholwe wucwaningo lukhombisa ukuthi uhlelo lwe-AFL kanye nokubaluleka kwalo kuzwisiseka kahle kakhulu ohlelweni lokufundisa nokufundwa kwemethamethiksi. . Yize kunjalo, ukusetshenziswa kohlelo lwe-AFL kuye kwatholakala ukuthi akuhambisani nenhloso yalo yokwakha isizinda esifanele sokwakha umbiko wakamuva oxhasa uhlelo lokufunda. Izinselelo eziqukethe ukusetshenziswa kwalo lolu hlelo ziye zatholakala ukuthi zedlula impumelelo eyenziwe ngothisha. Ukwentuleka kokuzwisisa umqondo wokusetshenziswa kohlelo lwe-AFL, inani eliphuphumayo labantwana, ulimi lokufunda nokufundisa kanye nokwentuleka kwemithombo yokufunda kuye kwavela njengezinye izinselelo. Othisha baye bacela ukunikezwa amathuba okuqeqeshwa basebenza ukuze lawo makhono abancede ukuqhuba izinhlelo zokuhlola imisebenzi yokufunda imethamethiksi. zu
dc.format.extent 1 online resource (xx, 277 leaves) : illustrations (chiefly color) en
dc.language.iso en en
dc.subject Assessment en
dc.subject Assessment for learning en
dc.subject Application en
dc.subject Benefits en
dc.subject Challenges en
dc.subject Constructivist approach en
dc.subject Social justice en
dc.subject Learner performance en
dc.subject Mathematics en
dc.subject Grade 6 en
dc.subject Assessering af
dc.subject Assessering vir leer af
dc.subject Toepassing af
dc.subject Voordele af
dc.subject Uitdagings af
dc.subject Konstruktivistiese benadering af
dc.subject Maatskaplike geregtigheid af
dc.subject Leerderprestasie af
dc.subject Wiskunde af
dc.subject Graad 6 af
dc.subject Ukuhlola zu
dc.subject Ukuhlola uhlelo lokufunda zu
dc.subject Ukusetshenziswa zu
dc.subject Izinzuzo zu
dc.subject Izinselelo zu
dc.subject Indlela ye-constructivist approach zu
dc.subject Ubulungiswa kubantu zu
dc.subject Izinga lomsebenzi womfundi zu
dc.subject Imethamethiksi zu
dc.subject Lbanga lesi-6 zu
dc.subject.ddc 372.704409682215
dc.subject.lcsh Mathematics -- Study and teaching (Elementary) -- South Africa -- Johannesburg -- Case studies en
dc.subject.lcsh Educational evaluation -- South Africa -- Johannesburg -- Case studies en
dc.subject.lcsh Academic achievement -- South Africa -- Johannesburg -- Case studies en
dc.subject.lcsh Alexandra (Johannesburg, South Africa) en
dc.title Assessment for learning : an approach towards enhancing quality in mathematics teaching and learning in grade 6 en
dc.title.alternative Assessering vir leer : 'n benadering om die kwaliteit van wiskundeonderrig en -leer in graad 6 te verbeter af
dc.title.alternative Ukuhlolwa kohlelo lokufunda : indlela eqonde ukuqinisa izinga lokufundisa nokufunda imethamethiksi kwibanga lesi-6 zu
dc.type Thesis en
dc.description.department Curriculum and Instructional Studies en
dc.description.degree D. Phil. (Education (Curriculum Studies))


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