The Implementation of Formal Assessments in Intermediate Phase Mathematics as a Foundation of Teaching and Learning Enhancement

Abstract

The purpose of this research was to explore how intermediate phase mathematics teachers implemented formal assessments to enhance teaching and learning. The research was elicited by several reports on the underperformance of South African learners in mathematics. The constructivist philosophy was embraced to underpin the study, specifically, Piaget’s theory of cognitive constructivism. The research adopted an interpretivist paradigm and a phenomenological research design. The study employed purposive sampling to select nine grade 4 to 6 mathematics teachers who were interviewed, and data were gathered through semi-structured interviews. Data analysis was done through the themes that emerged from participants’ responses. Results of the research revealed that some teachers did not align assessment in mathematics to theories of education. In this case, the constructivist theory was informed in the study. Some teachers faced challenges in formal assessment implementation because they were not trained to teach in the intermediate phase. Instead, they were trained to teach in other phases. Additionally, the South African Department of Basic Education did not adequately train teachers in formal assessments. Learners had difficulties in understanding word sums, hence making it difficult for them to solve complex procedures in mathematics. The study, therefore, recommends that teachers be involved in curriculum design. Teachers must be placed according to the subjects and phases they are qualified for. Teacher training institutions should practically help in the training of mathematics teachers to implement formal assessments effectively. Teachers should be continuously developed by their mathematics subject advisors and lastly, teachers need to continue developing themselves to keep abreast of current developments in the teaching and learning of mathematics.