Radical Teachers Striving for a More Socially Just Education System: An ‘Homage to Catalonia’

Mills, Martin; Gandolfi, Haira Emanuela

doi:10.1007/978-3-031-11476-2_7

Cited by 2 publications

(1 citation statement)

References 16 publications

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“…It is commendable that teachers gave some sort of feedback to their learners, but it can be argued that, as it stands, fairness and equity were not attended to as per social justice requirements. Mills and Gandolfi (2022) recommended that there is a need to dismantle institutionalised obstacles that limit the full participation of learners in spaces of learning.…”

Section: Attending To the Academic Needs Of Learners Through Assessme...mentioning

confidence: 99%

Mathematics teachers’ use of assessment for learning to promote classroom diversity of learners

Mahlambi

2023

Pythagoras

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Learner diversity should be understood beyond the aspects of race, culture and gender. Learner-centred practices have been highly acclaimed as practical tools to meet learner needs in diverse classrooms. The purpose of this research is to determine whether mathematics teachers can employ assessment to monitor and encourage learner diversity in their classes. Assessment for learning techniques, as per research evidence, has the ability to assist teachers to improve their teaching practices. The article does this by referencing research in which Grade 6 mathematics teachers employ assessment for learning to improve the quality of mathematics teaching and learning. For this purpose, interviews, non-participant observations and document analysis were used from selected teachers to understand teachers’ beliefs about assessment for learning and actual classroom practices. The non-participant observation was conducted in classrooms of different primary schools. Nine mathematics teachers were conveniently sampled from township primary schools in Gauteng as the study participants. The study’s findings revealed that teacher-centred assessment approaches still dominate mathematics classrooms. Furthermore, it could be deduced that mathematics teachers have classroom assessment challenges that hinder the promotion of learner diversity as it relates to assessment practices. Therefore, the study provides an understanding of the role of a teacher in responding to learner needs and academic development in mathematics through assessment for learning.Contribution: The research contributes to primary school mathematics teaching by focusing on the practical undertaking of assessment for learning and its relevance in meeting the diverse needs of learners.

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Section: Attending To the Academic Needs Of Learners Through Assessme...mentioning

confidence: 99%

Mathematics teachers’ use of assessment for learning to promote classroom diversity of learners

Mahlambi

2023

Pythagoras

View full text Add to dashboard Cite

show abstract

Teachers for social justice: exploring the lives and work of teachers committed to social justice in education

Gandolfi

Mills

2022

Oxford Review of Education

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Radical Teachers Striving for a More Socially Just Education System: An ‘Homage to Catalonia’

Cited by 2 publications

References 16 publications

Mathematics teachers’ use of assessment for learning to promote classroom diversity of learners

Mathematics teachers’ use of assessment for learning to promote classroom diversity of learners

Teachers for social justice: exploring the lives and work of teachers committed to social justice in education

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