Issues in Mathematics

Aspect: Assessment

Issues in Mathematics: Assessment

What is it supposed to be? - A tool to measure teaching efficacy (to help improve both teaching and learning) - Emphasize learning in both cognitive and affect domains - Incorporates elements What it actually is? - Grading and reporting students learning results to stakeholders - Regurgitation and drilling of exam type questions - Involves replicating teachers actions (deductive approach).

Issues in Mathematics Assessment: Teaching to the Exam

Exam Results Precede All other Aspects Reason: Social Expectations & Future Pathways Resulting Actions: 1. Rush to finish syllabus 2. Only teaching frequently examined objectives 3. Lack of importance on HOTS 4. Boring Lessons (Drilling & Paper Based Practice)

Issues in Mathematics Assessment: Current Teacher Mindset

Strictly Syllabus Reason: Structure of Curriculum - Expected learning outcome (student behaviour) is very clearly stated and teachers adhere to it. - Misinterpretation that teachers do not need to go beyond stated learning outcomes. Resulting Actions: - Failure to emphasise on discovery learning and not promoting mathematical thinking

Issues in Mathematics Assessment: Bottlenecks in Innovation (PBS)

Excellent Planning, Botched Up Execution Reasons: Unclear Expectations & Instructions - Teachers ill equipped in executing school based assessments - Miscommunication resulting in over emphasis on paper based evidences - Time Lag (Implemented: January but Training: June) Resulting Action:

Issues of Math Assessment in Msia

Overemphasizing of public exam results - teach to the test syndrome - rushing to finish syllabus - learned paralysis Drills and practice as the main math teaching approach - boring lessons - failure to promote mathematical thinking (Lim, USM)