Evaluating the Impact of Formative Assessment Intervention and Experiences of the Standard 4 Teachers in Teaching Higher-Order-Thinking Skills in Mathematics
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
Formative assessment may be a useful pedagogical practice to enhance the teaching of HOTS in mathematics. This study explored the impact of a formative assessment intervention on 1) students’ achievements in HOTS mathematics tests (pre-and-post) when their teachers were supported to implement the instructional intervention and 2) Standard 4 (Grade 4) teachers’ formative assessment practices. To explore the effects of 2-day intervention for professional development teacher training, this study employed mixed methods, sequential embedded approach with single-group, pre-test, intervention (training), and post-test instruments. Data were gathered from nine primary schools involving nine teachers and 272 standard 4 students in the southern region of Botswana. Students’ tests scales were used to measure achievement in mathematical HOTS items along with classroom observations and interviewed the teachers’ experiences and reflections. Students’ achievement data were assessed for internal reliability and validity by applying the Rasch Partial Credit Model followed by descriptive analysis and Wilcoxon signed-rank testing. The observed and interviewed teacher data were analyzed by descriptive frequency counts and thematic analysis, respectively. The students’ achievement in mathematically HOTS items was found significantly improved from pre-test to post-testing. Post-intervention classroom observation showed that teachers practised the integration and implementation of some formative assessment strategies. Finally, the teachers’ experience and reflections were found to be favorably inclined to support formative assessment higher-order thinking skills as a strategy to enhance mathematics teaching.
Dados da obra
- Tipo
- Artigo
- Periódico
- Frontiers in Education, v. 7
- Editora
- Frontiers Media S.A.
- Ano
- 2022 (2022-02)
- Idioma
- en
- Palavras-chave
- formative assessement; higher order thinking skills; Rasch analysis; intervention; standard 4 mathematics teachers
- Temas
- Avaliação, Formação de Professores de Matemática
- DOI
- 10.3389/feduc.2022.771437
- ISSN
- 2504-284X
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
MOYO, Sello Editor; COMBRINCK, Celeste; STADEN, Surette Van. Evaluating the Impact of Formative Assessment Intervention and Experiences of the Standard 4 Teachers in Teaching Higher-Order-Thinking Skills in Mathematics. Frontiers in Education, v. 7, 2022. DOI: https://doi.org/10.3389/feduc.2022.771437.
APA
Moyo, S. E., Combrinck, C., & Staden, S. V. (2022). Evaluating the Impact of Formative Assessment Intervention and Experiences of the Standard 4 Teachers in Teaching Higher-Order-Thinking Skills in Mathematics. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.771437
BibTeX
@article{moyo2022,
author = {Moyo, Sello Editor and Combrinck, Celeste and Staden, Surette Van},
title = {Evaluating the Impact of Formative Assessment Intervention and Experiences of the Standard 4 Teachers in Teaching Higher-Order-Thinking Skills in Mathematics},
year = {2022},
journal = {Frontiers in Education},
volume = {7},
publisher = {Frontiers Media S.A.},
doi = {10.3389/feduc.2022.771437},
language = {en}
}RIS
TY - JOUR AU - Moyo, Sello Editor AU - Combrinck, Celeste AU - Staden, Surette Van TI - Evaluating the Impact of Formative Assessment Intervention and Experiences of the Standard 4 Teachers in Teaching Higher-Order-Thinking Skills in Mathematics PY - 2022 JO - Frontiers in Education VL - 7 DO - 10.3389/feduc.2022.771437 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.
-
The problem posing capacities of pre-service post-primary mathematics teachers: insights from an Irish university
Frontiers in Education, v. 11 · DOI 10.3389/feduc.2026.1851481
-
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
-
ENSEÑANZA DE LA MATEMÁTICA EN CONTEXTOS RURALES: UNA REVISIÓN DOCUMENTAL SOBRE INCLUSIÓN Y SABERES LOCALES
Dialéctica, v. 2, n. 31 · DOI 10.56219/dialctica.v2i31.6388
-
Exploração, Proposição e Resolução de Problemas no Ensino de Matemática:
Perspectivas da Educação Matemática, v. 19, n. 53 · DOI 10.46312/fr5pze40
Em verificação -
Planejamento de Aula e as Categorias do Conhecimento Didático-Matemático dos Professores dos Anos Iniciais do Ensino Fundamental
PARADIGMA · DOI 10.37618/paradigma.1011-2251.2026.e2026006.id1752
Download disponível Baixar PDF na fonte: Planejamento de Aula e as Categorias do Conhecimento Didático-Matemático dos Professores dos Anos Iniciais do Ensino Fundamental (abre em nova aba) Acessar texto completo: Planejamento de Aula e as Categorias do Conhecimento Didático-Matemático dos Professores dos Anos Iniciais do Ensino Fundamental (abre em nova aba)