Investigating feedback as element of formative assessment in the teaching of senior phase Mathematics
Date
2007-03
Authors
Adendorff, Stanley Anthony
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : University of Stellenbosch
Abstract
This 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...
Description
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007.
Keywords
Dissertations -- Curriculum studies, Theses -- Curriculum studies, Theses -- Education, Dissertations -- Education