An analysis of what are grade 3 learners‘ approaches to working in the systemic assessment in Mathematics

Abstract

Over the past 5 years, the performance of Grade 3 learners in the Systemic Assessment for their grade has been seen as contradictory to the pass rate of Grade 3 learners. Using a mixed-method research approach, this study investigated how classroom teaching and learning influences learner performance in the Systemic Assessment. The problem underlying this perceived discrepancy is situated in the assessment in Mathematics education, as well as in the teaching and learning in Foundation Phase Mathematics. Cognitive constructivist learning theory has been used to clarify current and emerging assumptions about the process of teaching and learning. This approach aimed to provide a framework for educators to clarify their assumptions and design instructions that are more than an efficient assimilation of prescribed content. The cognitive constructivist learning theory gave insight into the teaching and learning of elementary Mathematics which guided the data analysis. Constructivism is based on the idea that learners construct knowledge from their prior knowledge and experience. The Systemic Assessment results were used to reflect on the teaching strategies and tactics employed by teachers in the classroom to foster understanding of the mathematical concepts and generate the achievement outcomes necessary for Grade 3. The findings of this study revealed an examination driven approach to teaching where conceptual understanding of mathematical concepts is deemed less important. Deep conceptual understanding in mathematics requires teaching that goes beyond how to get to the answer. Instead, we need to support learners’ ability to access concepts from a number of different perspectives. In addition to the latter, the study found that the pressure placed on teachers to get learners to perform well in the Systemic Assessment, greatly influences the pedagogical fluency. The study’s recommendation is that there should be less emphasis on the results of the Systemic Assessment and a greater focus on the natural ability of the learners as an outcome of quality teaching and learning.