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

[摘要] This action research study was aimed at establishing the importance and role ofcommunication, and determining to what extent it impacts on formative assessment in themathematics classroom with particular reference to feedback. During the first cycle ofresearch it was evident that conditions within the mathematics classroom were preventingthis from being realised. If we as researchers were to assess the nature of communicationpatterns within the classroom situation, then those communication patterns should haveexisted. Our findings reflect that teachers were generally in control of all aspects ofcommunication 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 (perhapsinadvertently ignored), was not optimally utilised to enhance learning. Through observationit 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 oraction geared towards improving the circumstances or conditions of the people concerned(in this case teachers), underlies this study. This research is furthermore based on thefollowing learning theories: enactivism, constructivism, facilitation theory, action learning,andragogy, reification, and situated learning...

[发布机构] Stellenbosch University