INVESTIGATING CHALLENGES EXPERIENCED BY INTERMEDIATE PHASE MATHEMATICS TEACHERS IN THE IMPLEMENTATION OF FORMATIVE ASSESSMENTS
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Resumo
In this empirical paper, the authors discuss the challenges experienced by the intermediate phase teachers in the implementation of formative assessments in mathematics teaching and learning. Numerous reports regarding South African learners' poor performance in mathematics necessitated the research. Challenges associated with the language of learning and teaching are the primary contributors of this issue. The paper is grounded in the social constructivist theory which places emphasis on the notion that learning occurs when learners are provided with opportunities to apply the cultural psychological mechanisms they utilize, that include mathematical concepts, language, and diagrams and then taught the way to apply those mechanisms as to gain an in-depth comprehension of (some) phenomenon. In this quantitative paper, the questionnaire was administered to 151 respondents to elicit information on assessment challenges. The study found that the implementation of formative assessments poses a challenge to most of the in-service teachers. Considering these findings, the study recommends that subject advisors and policy makers provide ongoing professional development for teachers regarding the implementation of formative assessments. Additionally, teachers should employ the social constructivist approach while assessing learners, particularly for projects and investigations as forms of formative assessments.
Dados da obra
- Tipo
- Artigo
- Periódico
- Indonesian Journal of Educational Development (IJED), v. 5, n. 3, p. 325-336
- Editora
- PGRI Mahadewa University of Indonesia
- Ano
- 2024 (2024-11-30)
- Idioma
- en
- Palavras-chave
- formative assessment; mathematics teachers; assessment challenges; language of instruction; social constructivism; teacher professional development; project-based assessment; mathematics achievement; South Africa
- Temas
- Avaliação, Formação de Professores de Matemática
- DOI
- 10.59672/ijed.v5i3.4095
- ISSN
- 2722-1059, 2722-3671
- Licença
- cc-by
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
SIBANDA, Senzeni; RAMBUDA, Awelani Melvin. INVESTIGATING CHALLENGES EXPERIENCED BY INTERMEDIATE PHASE MATHEMATICS TEACHERS IN THE IMPLEMENTATION OF FORMATIVE ASSESSMENTS. Indonesian Journal of Educational Development (IJED), v. 5, n. 3, p. 325-336, 2024. DOI: https://doi.org/10.59672/ijed.v5i3.4095.
APA
Sibanda, S., & Rambuda, A. M. (2024). INVESTIGATING CHALLENGES EXPERIENCED BY INTERMEDIATE PHASE MATHEMATICS TEACHERS IN THE IMPLEMENTATION OF FORMATIVE ASSESSMENTS. Indonesian Journal of Educational Development (IJED), 5(3), 325-336. https://doi.org/10.59672/ijed.v5i3.4095
BibTeX
@article{sibanda2024,
author = {Sibanda, Senzeni and Rambuda, Awelani Melvin},
title = {INVESTIGATING CHALLENGES EXPERIENCED BY INTERMEDIATE PHASE MATHEMATICS TEACHERS IN THE IMPLEMENTATION OF FORMATIVE ASSESSMENTS},
year = {2024},
journal = {Indonesian Journal of Educational Development (IJED)},
volume = {5},
number = {3},
pages = {325-336},
publisher = {PGRI Mahadewa University of Indonesia},
doi = {10.59672/ijed.v5i3.4095},
language = {en}
}RIS
TY - JOUR AU - Sibanda, Senzeni AU - Rambuda, Awelani Melvin TI - INVESTIGATING CHALLENGES EXPERIENCED BY INTERMEDIATE PHASE MATHEMATICS TEACHERS IN THE IMPLEMENTATION OF FORMATIVE ASSESSMENTS PY - 2024 JO - Indonesian Journal of Educational Development (IJED) VL - 5 IS - 3 SP - 325 EP - 336 DO - 10.59672/ijed.v5i3.4095 LA - en ER -
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