Assessment for Learning as a Driver for Active Learning and Learner Participation in Mathematics

Sizwe Blessing Mahlambi

doi:10.12973/ijem.7.3.473

Abstract

<p style="text-align:justify">The article focused on the use of assessment for learning in promoting active learning and learner participation in mathematics. Assessment for learning (AfL) has been found to enhance learning and improve performance. However, teachers’ use of AfL to enhance active learning has not been clearly outlined. This study is part of the broader research study that explored mathematics teachers’ use of AfL to enhance mathematics teaching and learning in primary schools in Alexandra Township, Johannesburg. A case study research-type and a qualitative approach were used to collect data from mathematics teachers. Nine teachers were purposefully selected from whom data were collected using semi-structured interviews and non-participant observation. The findings revealed that teachers had limited pedagogical knowledge in using AfL to promote active learning in their classrooms. They failed to apply a learner-centred approach that promotes effective learner participation in mathematics classrooms. Therefore, it is recommended that teachers undergo ongoing continuous development on classroom time management and planning for the effective use of AfL.</p>

Highlights

Many countries are concerned about low learner achievement in mathematics at schools
The themes that emerged from the interview data included teacher understanding of Assessment for learning (AfL), teacher use of assessment methods for active learner participation, and using assessment for learning feedback to create dialogue
The mismatch between what teachers think about AfL practices, active learning and actual classroom practice might mean that mathematics teachers lack a pedagogical understanding of AfL, which, as indicated earlier, is vital in the effective teaching of mathematics (Botha, 2012)

Summary

Introduction

Many countries are concerned about low learner achievement in mathematics at schools. One contributing factor to low learner performance in mathematics relates to a negative attitude that could develop into severe anxiety (Dowker et al, 2016; Mbugua et al, 2012). The critical factor to active learning, especially in mathematics, is collaborative learner involvement which can assist the learner in improving their conceptions by using their peer explanations to solve problems (Webb et al, 2019). The Department of Basic Education (DBE) in South Africa has reported poor learner performance in mathematics over several years. The Southern and Eastern Africa Consortium for Monitoring Educational Quality (DBE, 2017) and The Trends in International Mathematics and Science Study (Reddy et al, 2019) have highlighted the predicament of mathematics performance in primary schools.

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Conclusion