Investigating secondary school mathematics teachers’ knowledge, preparation and use of assessment rubrics in teaching and learning 3D-geometry in Tanzania
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
This study investigated mathematics teachers’ knowledge, preparation, and use of assessment rubrics for teaching and learning 3D-geometry at selected secondary schools in the Dodoma region of Tanzania. The study was motivated by teachers' limited understanding of classroom assessment. The study was based on the premise that the existing assessment practices used by teachers in assessment of teaching and learning of mathematics are inadequate. A mixed research method was applied in this investigation. There were 51 mathematics teachers who participated and were purposively selected from 20 secondary schools. The data were collected through documentary reviews, classroom observations, questionnaires, and interviews. Qualitative data were analyzed thematically, while quantitative data were analyzed by using descriptive statistics such as mean, standard deviation, frequencies, and percentages. The study revealed that teachers have limited knowledge of assessment rubrics; hence, most do not prepare or use rubrics for assessing students. The use of rubrics could assist teachers to spot-out the specific point at which a particular learner has encountered learning obstacle, this could assist in making quick and pertinent teaching and learning adjustments to increase the effectiveness of teaching and learning. Through teachers’ professional development, the study recommends improving mathematics teachers' knowledge of planning and using assessment rubrics to improve 3D-geometry teaching and learning.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Education and Practice, v. 11, n. 3, p. 557-571
- Ano
- 2023 (2023-08-23)
- Idioma
- en
- Palavras-chave
- assessment rubrics; solid geometry; mathematics teachers; teacher knowledge; classroom assessment; high school mathematics; teacher preparation; mathematics teacher professional development; Tanzania
- Temas
- Avaliação, Formação de Professores de Matemática, Geometria
- DOI
- 10.18488/61.v11i3.3434
- ISSN
- 2310-3868, 2311-6897
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
MJENDA, Marcellina; MUTARUTINYA, Védaste; OWITI, Dickson S. O.. Investigating secondary school mathematics teachers’ knowledge, preparation and use of assessment rubrics in teaching and learning 3D-geometry in Tanzania. International Journal of Education and Practice, v. 11, n. 3, p. 557-571, 2023. DOI: https://doi.org/10.18488/61.v11i3.3434.
APA
Mjenda, M., Mutarutinya, V., & Owiti, D. S. O. (2023). Investigating secondary school mathematics teachers’ knowledge, preparation and use of assessment rubrics in teaching and learning 3D-geometry in Tanzania. International Journal of Education and Practice, 11(3), 557-571. https://doi.org/10.18488/61.v11i3.3434
BibTeX
@article{mjenda2023,
author = {Mjenda, Marcellina and Mutarutinya, Védaste and Owiti, Dickson S. O.},
title = {Investigating secondary school mathematics teachers’ knowledge, preparation and use of assessment rubrics in teaching and learning 3D-geometry in Tanzania},
year = {2023},
journal = {International Journal of Education and Practice},
volume = {11},
number = {3},
pages = {557-571},
doi = {10.18488/61.v11i3.3434},
language = {en}
}RIS
TY - JOUR AU - Mjenda, Marcellina AU - Mutarutinya, Védaste AU - Owiti, Dickson S. O. TI - Investigating secondary school mathematics teachers’ knowledge, preparation and use of assessment rubrics in teaching and learning 3D-geometry in Tanzania PY - 2023 JO - International Journal of Education and Practice VL - 11 IS - 3 SP - 557 EP - 571 DO - 10.18488/61.v11i3.3434 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
MEDIACIÓN PEDAGÓGICA DE LAS TIC COMO ARGUMENTO PARA LA ENSEÑANZA DE LA MATEMÁTICA EN COLOMBIA
LÍNEA IMAGINARIA, v. 23, n. 2 · DOI 10.56219/lneaimaginaria.v23i2.5133
-
Prospective primary school mathematics teachers’ professional knowledge of the ‘House of Quadrilaterals’
LUMAT, v. 14, n. 1 · DOI 10.31129/lumat.14.1.2979
-
EXPLORANDO EL POTENCIAL DE STEAM EN LA ENSEÑANZA DE LA MATEMÁTICA: ESTUDIO DE INVESTIGACIÓN ACCIÓNEN UN COLEGIO OFICIAL DE PANAMÁ OESTE
Congreso Nacional de Ciencia y Tecnología – APANAC · DOI 10.33412/apanac.2025.2
-
Laboratório de Educação Matemática, Ludicidade e Geometria: repercussões de uma prática extensionista na formação inicial
Intermaths, v. 7, n. 1 · DOI 10.22481/intermaths.v7i1.18488
Download disponível Baixar PDF na fonte: Laboratório de Educação Matemática, Ludicidade e Geometria: repercussões de uma prática extensionista na formação inicial (abre em nova aba) Acessar texto completo: Laboratório de Educação Matemática, Ludicidade e Geometria: repercussões de uma prática extensionista na formação inicial (abre em nova aba) -
Prospective Mathematics Teachers’ Creativity in Developing Mathematics Problems Based on Ethnomathematics Context and AKM Framework
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA, v. 8, n. 1 · DOI 10.33365/jm.v8i1.1136
Download disponível Baixar PDF na fonte: Prospective Mathematics Teachers’ Creativity in Developing Mathematics Problems Based on Ethnomathematics Context and AKM Framework (abre em nova aba) Acessar texto completo: Prospective Mathematics Teachers’ Creativity in Developing Mathematics Problems Based on Ethnomathematics Context and AKM Framework (abre em nova aba)