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Investigating feedback as element of formative assessment in the teaching of senior phase Mathematics

dc.contributor.advisorSmit, J. H.
dc.contributor.advisorLe Grange, L. L. L.
dc.contributor.authorAdendorff, Stanley Anthonyen_ZA
dc.contributor.otherUniversity of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
dc.date.accessioned2007-10-30T12:25:58Zen_ZA
dc.date.accessioned2010-06-01T08:18:39Z
dc.date.available2007-10-30T12:25:58Zen_ZA
dc.date.available2010-06-01T08:18:39Z
dc.date.issued2007-03
dc.identifier.urihttp://hdl.handle.net/10019.1/1327
dc.descriptionThesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007.
dc.description.abstractThis action research study was aimed at establishing the importance and role of communication, and determining to what extent it impacts on formative assessment in the mathematics classroom with particular reference to feedback. During the first cycle of research it was evident that conditions within the mathematics classroom were preventing this from being realised. If we as researchers were to assess the nature of communication patterns within the classroom situation, then those communication patterns should have existed. Our findings reflect that teachers were generally in control of all aspects of communication of their learners, and that communication was usually a type of monologue, with very limited response from learners to closed questions, (characterised by “yes” and “no” responses), which were frequently posed. The feedback from learners (perhaps inadvertently ignored), was not optimally utilised to enhance learning. Through observation it was determined that teachers’ ability to engage learners meaningfully for longer periods, or to consciously reflect upon their actions, needed to be developed. Praxis as research paradigm, which is based on reflection and appropriate response or action geared towards improving the circumstances or conditions of the people concerned (in this case teachers), underlies this study. This research is furthermore based on the following learning theories: enactivism, constructivism, facilitation theory, action learning, andragogy, reification, and situated learning...en_ZA
dc.format.extent5717081 bytesen_ZA
dc.format.mimetypeapplication/pdfen_ZA
dc.publisherStellenbosch : University of Stellenbosch
dc.subjectDissertations -- Curriculum studiesen_ZA
dc.subjectTheses -- Curriculum studiesen_ZA
dc.subjectTheses -- Educationen_ZA
dc.subjectDissertations -- EducationenZA
dc.subject.lcshMathematics teachers -- Training ofen_ZA
dc.subject.lcshCommunication in educationen_ZA
dc.subject.lcshMathematics -- Study and teaching (Secondary) -- Problems, exercises, etc.en_ZA
dc.titleInvestigating feedback as element of formative assessment in the teaching of senior phase Mathematicsen_ZA
dc.typeThesis
dc.rights.holderUniversity of Stellenbosch


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