Secondary school mathematics teaching evaluations by students: A report card for the mathematics teacher

Abstract

This study presents findings from multiple case studies undertaken in three secondary schools in South Africa’s Limpopo Province. The goal was to collect input from students on mathematics teaching practices in their classrooms. The study included a self-selected sample of eleven grade 12 students. Unstructured individual interviews and students’ written reports were used to collect data, which was then analyzed based on emerging themes. Students expressed genuine concerns about teachers’ lesson preparation, subject and pedagogical knowledge, classroom management, attention given to slow learners, quality of classwork and homework tasks given to students, exam preparation, class attendance, and utilization of contact time, teachers’ attitudes, and their emotional intelligence, among others. Based on the study’s findings, the author suggests that student evaluation of teaching be used in secondary schools to help teachers reflect on their teaching practices in order to create learning environments that most students would enjoy.

Can We Make Our Students Pedagogical Design Partners?

“…We need to understand in depth the uses and activities of our students' digital activities. and to realize the importance and the essential impact of the student voice (Cook-Sather 2020;Holquist 2019;Lubicz-Nawrocka, 2018;Machisi, 2023). Previous studies reveal that students have interests and abilities to express critic and voluble ideas regarding: teaching practices, wide range of pedagogy asepcts, assessment design of curriculum, policy and decision making (Holquist 2019;Lubicz-Nawrocka, 2018;Machisi, 2023).…”