Using Assessment to Promote Diversity in Mathematics Classrooms.
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| Natura: | Recurso digital |
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2025
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| _version_ | 1866902002072551424 |
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| author | Armin Seynstahl Bettina Alber-Laukant |
| author_facet | Armin Seynstahl Bettina Alber-Laukant |
| contents | <p>Learner diversity should be understood beyond the aspects of race, culture and gender. Learner-centredpractices have been highly acclaimed as practical tools to meet learner needs in diverse classrooms. Thepurpose of this research is to determine whether mathematics teachers can employ assessment to monitorand encourage learner diversity in their classes. Assessment for learning techniques, as per researchevidence, has the ability to assist teachers to improve their teaching practices. The article does this byreferencing research in which Grade 6 mathematics teachers employ assessment for learning to improvethe quality of mathematics teaching and learning. For this purpose, interviews, non-participantobservations and document analysis were used from selected teachers to understand teachers’ beliefsabout assessment for learning and actual classroom practices. The non-participant observation wasconducted in classrooms of different primary schools. Nine mathematics teachers were convenientlysampled from township primary schools in Gauteng as the study participants. The study’s findingsrevealed that teacher-centred assessment approaches still dominate mathematics classrooms. Furthermore,it could be deduced that mathematics teachers have classroom assessment challenges that hinder thepromotion of learner diversity as it relates to assessment practices. Therefore, the study provides anunderstanding of the role of a teacher in responding to learner needs and academic development inmathematics through assessment for learning.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_14584157 |
| institution | Zenodo |
| language | |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Using Assessment to Promote Diversity in Mathematics Classrooms. Armin Seynstahl Bettina Alber-Laukant diversity assessment for learning (AfL); ocial acceptance feedback mathematics social justice <p>Learner diversity should be understood beyond the aspects of race, culture and gender. Learner-centredpractices have been highly acclaimed as practical tools to meet learner needs in diverse classrooms. Thepurpose of this research is to determine whether mathematics teachers can employ assessment to monitorand encourage learner diversity in their classes. Assessment for learning techniques, as per researchevidence, has the ability to assist teachers to improve their teaching practices. The article does this byreferencing research in which Grade 6 mathematics teachers employ assessment for learning to improvethe quality of mathematics teaching and learning. For this purpose, interviews, non-participantobservations and document analysis were used from selected teachers to understand teachers’ beliefsabout assessment for learning and actual classroom practices. The non-participant observation wasconducted in classrooms of different primary schools. Nine mathematics teachers were convenientlysampled from township primary schools in Gauteng as the study participants. The study’s findingsrevealed that teacher-centred assessment approaches still dominate mathematics classrooms. Furthermore,it could be deduced that mathematics teachers have classroom assessment challenges that hinder thepromotion of learner diversity as it relates to assessment practices. Therefore, the study provides anunderstanding of the role of a teacher in responding to learner needs and academic development inmathematics through assessment for learning.</p> |
| title | Using Assessment to Promote Diversity in Mathematics Classrooms. |
| topic | diversity assessment for learning (AfL); ocial acceptance feedback mathematics social justice |
| url | https://doi.org/10.5281/zenodo.14584157 |