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n Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie - Assessering in wiskunde : die behoefte aan 'n positiewe benadering : oorspronklike navorsing : wiskundeonderrig

Volume 32, Issue 1
  • ISSN : 0254-3486
  • E-ISSN: 2222-4173
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Abstract

Leerders se wiskundepunte het 'n potensieel ingrypende invloed op aspekte soos hul moontlike toelating tot universiteitstudie, beurse en indiensneming (en by verstek dus die ontwerp van hul toekoms, sukses en lewensgeluk). Om hierdie rede bestaan daar op nasionale vlak ernstige kommer oor die hoë uitvalsyfer, asook onbevredigende wiskundeprestasie op beide skool- en tersiêre vlak. Hierdie artikel bied 'n kritiese refleksie op die eensydige wyse waarop assessering in wiskunde tans plaasvind. In die eerste deel van die artikel word krities besin oor die eensydige fokus op 'n kwantitatiewe benadering in wiskundeklaskamers. Daarna verskuif die fokus na 'n beskrywing van en kritiese refleksie oor kwalitatiewe assessering in wiskunde. Die meriete van 'n gekombineerde kwantitatiewe + kwalitatiewe benadering tot leerfasilitering in wiskundeklaskamers word uitgestip. Daar word geargumenteer dat daar wegbeweeg behoort te word van 'n positivistiese na 'n positiewe benadering in wiskundeassessering en dat die eng fokus op 'n kwantitatiewe syfer of simbool as aanduider van 'n leerder se potensiaal om in wiskunde te presteer nie voldoende is nie. Daar is afgesluit met enkele aanbevelings vir die verkryging van 'n meer verantwoordbare refleksie van die stand van leerders se wiskundevaardigheid en -vermoë op 'n bepaalde tydstip.


The marks that learners obtain in mathematics have a potentially significant impact on aspects such as acceptance into certain fields of study and being considered for bursaries and eventual employment (by default, therefore, their design of a future, success and happiness). For this reason, there is great concern at national level about inadequate achievement in mathematics and the high dropout figure at both school and tertiary level. This article offers a critical reflection on the current way in which assessment is conducted in mathematics. The first part of the article consists of reflection on the one-sided manner in which assessment is conducted in mathematics classrooms at present. The focus then shifts to a description of and critical reflection on qualitative assessment in mathematics. The merits of a combined quantitative + qualitative approach to learning facilitation in mathematics classrooms are delineated. Argument is made in favour of a shift away from a positivist style of assessment towards a positive approach to assessment in mathematics. It is not adequate to focus on a quantitative figure or symbol as the sole indicator of a learner's potential to achieve in mathematics. In conclusion, some recommendations follow to facilitate a more accountable reflection of learners' mathematical skills and capacity at a certain stage.

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/content/aknat/32/1/EJC144457
2013-01-01
2019-08-20

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