Grade 4 Mathematics Teachers’ Understanding of Including Investigations as Part of Summative Assessment
A mathematics investigation task requires learners to explore and analyse a specific mathematical concept, fostering independent knowledge discovery and self-directed learning skills. This paper presents a study examining teachers' ability to integrate investigation tasks as a summative assessm...
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| Format: | Article |
| Language: | English |
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Islamic University in Uganda
2025-05-01
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| Series: | Interdisciplinary Journal of Education |
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| Online Access: | https://journals.iuiu.ac.ug/index.php/ije/article/view/694 |
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| author | Rosina Nkadi Ngoako Joseph Jabulane Dhlamini |
| author_facet | Rosina Nkadi Ngoako Joseph Jabulane Dhlamini |
| author_sort | Rosina Nkadi Ngoako |
| collection | DOAJ |
| description | A mathematics investigation task requires learners to explore and analyse a specific mathematical concept, fostering independent knowledge discovery and self-directed learning skills. This paper presents a study examining teachers' ability to integrate investigation tasks as a summative assessment method in South African Grade 4 mathematics classrooms. Employing a qualitative research approach, the study profiled teachers' knowledge and skills in implementing effective investigation-based assessment procedures. A pre- and post-intervention design was used to compare teachers' understanding of conducting investigations as part of summative assessments. A purposive sample of 16 Grade 4 mathematics teachers completed an open-ended questionnaire before and after the intervention program to document their knowledge of mathematics assessment. The findings indicated that, before the intervention, teachers demonstrated limited understanding of how to effectively implement assessment procedures aligned with investigation tasks while incorporating summative assessment elements. However, after the intervention, their ability to enact effective assessment strategies within investigation tasks showed noticeable improvement. The study highlights the need for enhanced teacher capacity-building initiatives to strengthen educators' knowledge and confidence, enabling them to effectively integrate state-approved curriculum concepts and establish a more comprehensive and effective assessment approach in Grade 4 mathematics classrooms. |
| format | Article |
| id | doaj-art-94658a41f3754101a6db27e4fa39222f |
| institution | Kabale University |
| issn | 2616-9088 2616-9096 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Islamic University in Uganda |
| record_format | Article |
| series | Interdisciplinary Journal of Education |
| spelling | doaj-art-94658a41f3754101a6db27e4fa39222f2025-08-20T03:29:40ZengIslamic University in UgandaInterdisciplinary Journal of Education2616-90882616-90962025-05-0181577410.53449/rt1t4g34Grade 4 Mathematics Teachers’ Understanding of Including Investigations as Part of Summative AssessmentRosina Nkadi Ngoako0https://orcid.org/0000-0003-3063-6643Joseph Jabulane Dhlamini1https://orcid.org/0000-0003-2608-8816University of South Africa, Department of Mathematics EducationUniversity of South Africa, Department of Mathematics EducationA mathematics investigation task requires learners to explore and analyse a specific mathematical concept, fostering independent knowledge discovery and self-directed learning skills. This paper presents a study examining teachers' ability to integrate investigation tasks as a summative assessment method in South African Grade 4 mathematics classrooms. Employing a qualitative research approach, the study profiled teachers' knowledge and skills in implementing effective investigation-based assessment procedures. A pre- and post-intervention design was used to compare teachers' understanding of conducting investigations as part of summative assessments. A purposive sample of 16 Grade 4 mathematics teachers completed an open-ended questionnaire before and after the intervention program to document their knowledge of mathematics assessment. The findings indicated that, before the intervention, teachers demonstrated limited understanding of how to effectively implement assessment procedures aligned with investigation tasks while incorporating summative assessment elements. However, after the intervention, their ability to enact effective assessment strategies within investigation tasks showed noticeable improvement. The study highlights the need for enhanced teacher capacity-building initiatives to strengthen educators' knowledge and confidence, enabling them to effectively integrate state-approved curriculum concepts and establish a more comprehensive and effective assessment approach in Grade 4 mathematics classrooms.https://journals.iuiu.ac.ug/index.php/ije/article/view/694investigative approachknowledgemathematical investigationssummative assessmentteaching and learning |
| spellingShingle | Rosina Nkadi Ngoako Joseph Jabulane Dhlamini Grade 4 Mathematics Teachers’ Understanding of Including Investigations as Part of Summative Assessment Interdisciplinary Journal of Education investigative approach knowledge mathematical investigations summative assessment teaching and learning |
| title | Grade 4 Mathematics Teachers’ Understanding of Including Investigations as Part of Summative Assessment |
| title_full | Grade 4 Mathematics Teachers’ Understanding of Including Investigations as Part of Summative Assessment |
| title_fullStr | Grade 4 Mathematics Teachers’ Understanding of Including Investigations as Part of Summative Assessment |
| title_full_unstemmed | Grade 4 Mathematics Teachers’ Understanding of Including Investigations as Part of Summative Assessment |
| title_short | Grade 4 Mathematics Teachers’ Understanding of Including Investigations as Part of Summative Assessment |
| title_sort | grade 4 mathematics teachers understanding of including investigations as part of summative assessment |
| topic | investigative approach knowledge mathematical investigations summative assessment teaching and learning |
| url | https://journals.iuiu.ac.ug/index.php/ije/article/view/694 |
| work_keys_str_mv | AT rosinankadingoako grade4mathematicsteachersunderstandingofincludinginvestigationsaspartofsummativeassessment AT josephjabulanedhlamini grade4mathematicsteachersunderstandingofincludinginvestigationsaspartofsummativeassessment |