Exploring Grade 6 mathematics teachers' use of the language of learning and teaching in assessment for learning

Mahlambi, Sizwe Blessing; Mawela, Ailwei Solomon

doi:10.17159/2520-9868/i82a08

Cited by 4 publications

(2 citation statements)

References 32 publications

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“…Mathematics teachers should aim at improving their assessment planning practices. The context in Alexandra township is that learners struggle with the language of learning and teaching (Mahlambi & Mawela, 2020) as well as overcrowded classrooms (West & Meier, 2020). Instead of giving activities that learners struggle to finish, teachers should develop manageable activities.…”

Section: Recommendationsmentioning

confidence: 99%

Mathematics teachers’ use of assessment for learning to promote classroom diversity of learners

Mahlambi

2023

Pythagoras

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Learner diversity should be understood beyond the aspects of race, culture and gender. Learner-centred practices have been highly acclaimed as practical tools to meet learner needs in diverse classrooms. The purpose of this research is to determine whether mathematics teachers can employ assessment to monitor and encourage learner diversity in their classes. Assessment for learning techniques, as per research evidence, has the ability to assist teachers to improve their teaching practices. The article does this by referencing research in which Grade 6 mathematics teachers employ assessment for learning to improve the quality of mathematics teaching and learning. For this purpose, interviews, non-participant observations and document analysis were used from selected teachers to understand teachers’ beliefs about assessment for learning and actual classroom practices. The non-participant observation was conducted in classrooms of different primary schools. Nine mathematics teachers were conveniently sampled from township primary schools in Gauteng as the study participants. The study’s findings revealed that teacher-centred assessment approaches still dominate mathematics classrooms. Furthermore, it could be deduced that mathematics teachers have classroom assessment challenges that hinder the promotion of learner diversity as it relates to assessment practices. Therefore, the study provides an understanding of the role of a teacher in responding to learner needs and academic development in mathematics through assessment for learning.Contribution: The research contributes to primary school mathematics teaching by focusing on the practical undertaking of assessment for learning and its relevance in meeting the diverse needs of learners.

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Section: Recommendationsmentioning

confidence: 99%

Mathematics teachers’ use of assessment for learning to promote classroom diversity of learners

Mahlambi

2023

Pythagoras

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“…Analisis artikel penyelidikan mendapati bahawa sebanyak 7 kajian yang menggunakan kaedah penukaran kod dalam pengajaran matematik bagi pelajar dwibahasa seperti yang ditunjukkan dalam Jadual 4. Kaedah penukaran kod merupakan amalan untuk meningkatkan prestasi pelajar yang mempunyai penguasaan bahasa Inggeris yang terhad (Mahlambi & Mawela, 2021)…”

Section: Penukaran Kodunclassified

Strategi Pengajaran Matematik dalam Bahasa Inggeris sebagai Bahasa Kedua: Sebuah Kajian Literatur Sistematik

Musa

Mahmud²

2022

MJSSH

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Strategi pengajaran Matematik dalam bahasa Inggeris sebagai bahasa kedua merupakan isu yang sering mendapat tempat dalam dunia pendidikan hasil daripada peningkatan pelajar yang mempelajari matematik dalam bahasa Inggeris. Guru memainkan peranan yang penting dalam menyokong pembelajaran murid yang mempelajari matematik dalam bahasa yang bukan bahasa pertama mereka. Kajian literatur secara sistematik mengenai strategi pengajaran guru dalam kelas dwibahasa masih berkurangan. Oleh itu, kajian Ini telah menjalankan tinjauan literatur yang sistematik tentang strategi-strategi pengajaran Matematik dalam bahasa Inggeris sebagai bahasa kedua. Kajian ini telah menggunakan dua pangkalan data iaitu Scopus dan Web of Science untuk pemilihan artikel. Item Pelaporan Pilihan untuk Ulasan Sistematik dan Meta-Analisis (PRISMA) telah digunakan sebagai garis panduan untuk memastikan kajian ini dijalankan secara sistematik. Sebanyak 22 artikel yang berkaitan dengan strategi pengajaran Matematik dalam Bahasa Inggeris sebagai bahasa kedua telah dipilih dalam kajian ini. Berdasarkan dapatan kajian, terdapat pelbagai strategi pengajaran Matematik dalam bahasa Inggeris sebagai bahasa kedua. Strategi pengajaran yang menjadi kebiasaan dalam pengajaran guru ialah penukaran kod, terjemahan bahasa dan penggunaan alat bantu mengajar. Terdapat juga strategi pengajaran lainnya iaitu kaedah pengajaran perbendaharaan kata, pengubahsuaian tugas yang bersesuaian dengan budaya murid dan pelaksanaan tugasan secara berkumpulan.

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Exploring Teachers' Views on Code-Switching as a Communicative Technique to Enhance the Teaching of Mathematics in Grade 4

Solomon¹,

Blessing²

2021

INT J EDUC METHODOL

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<p style="text-align: justify;">The teaching and learning of mathematics in South Africa are conducted through the authorised Language of Learning and Teaching (LoLT). South Africa has eleven official languages, and English is a Language of Learning and Teaching (LoLT) from the Intermediate and Further Education and Training (FET) Phase. This study explores teachers' views on code-switching as a communicative technique to enhance teaching mathematics in Grade 4 in selected primary schools in South Africa. This qualitative single case study employed the interpretivist paradigm and social constructivism theory. A convenient purposive sampling technique was used to sample six grade 4 mathematics teachers from three primary schools in the Alexandra township in South Africa. Researchers collected data through the use of semi-structured interviews, which were later analysed and discussed using themes. Findings indicate that teachers often code-switch from LoLT (English First Additional Language) into Home Language (H.L.) to enhance learners' understanding of the mathematics concepts. Researchers suggested the integration of code-switching into the curriculum policy and followed by in-service training for Grade 4 mathematics teachers in code-switching.</p>

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Exploring Grade 6 mathematics teachers' use of the language of learning and teaching in assessment for learning

Cited by 4 publications

References 32 publications

Mathematics teachers’ use of assessment for learning to promote classroom diversity of learners

Mathematics teachers’ use of assessment for learning to promote classroom diversity of learners

Strategi Pengajaran Matematik dalam Bahasa Inggeris sebagai Bahasa Kedua: Sebuah Kajian Literatur Sistematik

Exploring Teachers' Views on Code-Switching as a Communicative Technique to Enhance the Teaching of Mathematics in Grade 4

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