Impact of a Short-Term Professional Development Teacher Training on Students' Perceptions and Use of Errors in Mathematics Learning

Using errors in mathematics may be a powerful instructional practice. This study explored the impact of a short-term professional development teacher training on (a) students' perceptions of their mathematics teacher's support in error situations as part of instruction, (b) students' perceptions of error situations while learning, and (c) mathematics teacher's actual error handling practices. Data were gathered from eight secondary schools involving eight teachers and 251 Form 3 (Grade 11) students in the Dar es Salaam region in Tanzania. To explore the effects of a short-term professional development teacher training, we used an exploratory quasi-experimental design with parallel pre-test and post-test instruments. Half of the teachers participated in the short-term professional development training in which they encountered and discussed new ways for utilizing student errors for instruction and provision of (plenary) feedback. Questionnaire scales were used to measure students' perceptions of errors and perceptions of teacher support in error situations, along with videotaped lessons of plenary feedback discussions. Data were analyzed by latent mean analysis and content analysis. The latent mean analysis showed that students' perceptions of teacher support in error situations (i.e., "error friendliness") significantly improved for teachers who received the training but not for teachers who did not receive it. However, students' perceptions of anxiety in error situations and using errors for learning (i.e., "learning orientation") were not affected by the training. Finally, case studies of video-recorded plenary feedback discussions indicated that mathematics teachers who received the short-term professional development training appeared more error friendly and utilized errors in teaching

Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania

Feedback that monitors and scaffolds student learning has been shown to support learning. This study investigates the effect of mathematics teachers' perceptions of Formative Assessment (FA) and Assessment for Learning (AfL) and their conceptions of assessment on the quality of their feedback practices. The study was conducted in 48 secondary schools in Tanzania with 54 experienced mathematics teachers teaching Grade 11 (Form three in the Tanzanian system). Validated questionnaires were combined with interviews to investigate mathematics teachers' perceptions, conceptions, and feedback practices. Data were analysed by structural equation modeling and content analysis techniques. Results from the structural equation model indicated that mathematics teachers' perceptions of FA and AfL and their conceptions of assessment purposes positively predicted the quality of their feedback practices. Interview results illustrated that mathematics teachers used their students' assessment information for both formative and summative purposes. Future interventions for improving the quality of mathematics teacher's feedback practices are proposed.</p

Algebra essay questions: A validated instrument for evaluating the students’ higher-order thinking skills

Indonesian pupils need help solving problems, particularly in mathematics, due to the need for practice questions with the higher-order thinking (HOT) type. This research aims to develop a reliable and valid tool for assessing students' higher-order thinking skills in mathematics. Developing a test involves gathering requirements, creating questions, assessing answers, running trials, analyzing data, making adjustments, and finally putting everything together. The instrument trial was conducted at SMAN at Majalengka, West Java. The total number of test subjects was 32 students. Research data were collected using a description test. The test instrument consists of 10 descriptions, but only 6 had good validity based on the value of V on the V-Aiken. In addition, the test package produces reliable questions based on Cronbach's Alpha scores. The test results of the instrument showed that the HOTS of mathematics for Grade X students was good. This step provides an overview to teachers in designing valid and relevant instruments

Algebra essay questions: A validated instrument for evaluating the students’ higher-order thinking skills

Indonesian pupils need help to solve problems, particularly in mathematics due to the lack of practicing questions with the higher-order thinking (HOT) type.&nbsp; This research aims to develop a reliable and valid tool for assessing students’ higher-order thinking skills in mathematics. Developing a test involves gathering requirements, creating questions, assessing answers, running trials, analyzing data, making adjustments, and finally putting everything together. The instrument trial was conducted at SMAN at Majalengka, West Java. The total number of test subjects was 32 students. Research data were collected using a description test. The test instrument consists of 10 descriptions but only 6 had good validity based on the value of V on the V-Aiken. In addition, the test package produces a reliable package of questions, based on Cronbach's Alpha scores. The test results of the instrument showed that the HOTS of mathematics for Grade X students was good. This step provides an overview to teachers in designing valid and relevant instruments

Students' formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania

This study investigates the impact of secondary school students' perceptions of mathematics teachers' formative assessment practices and feedback delivery on their feedback use, and mathematics performance. The sample consisted of 2767 Form 3 (Grade 11) students from 48 secondary schools in Tanzania. Surveys and focus group discussions were used to measure students' perceptions of formative assessment, feedback delivery, and feedback use. Structural Equation Modelling (SEM) of survey data showed that students' perceptions of the quality of teacher feedback delivery and perceived scaffolding positively predicted students' feedback use whereas perceived monitoring negatively predicted feedback use. In turn, students' feedback use positively predicted their mathematics performance to a small extent. Content analysis of focus group discussions illustrated that most students valued their mathematics teacher's assessment practices. The findings imply that in Sub-Saharan African educational systems the quality of teacher feedback delivery and promotion of student feedback use can improve students' mathematics performance

Relevance of School-Based Mentorship and Support on Mathematics Teachers’ Competences in Tanzania: Stakeholders’ Perspectives

Teacher mentorship has been increasingly gaining popularity in recent years among experts in the field of education. This study examined the relevance of school-based mentorship and support on Mathematics teachers’ competence in nine regions in Tanzania. A total of 700 (46 per cent, female) educational stakeholders - mathematics teachers and tutors, secondary school students, and other educational leaders participated in the study. The findings indicated that over time, stakeholders’ understanding of mentorship and support was improved. This was realised during the midterm review when they started indicating a specific but broader conceptualisation of mentorship as an ongoing practice that can be done virtually or in person, between a knowledgeable teacher and a novice one. Furthermore, the findings highlighted that teacher mentorship and support improved their knowledge and skills, promoted teachers’ attitudes towards mathematics and improved students’ performance in Mathematics. The findings call for improved school-based mentorship and support practices to improve teacher practices and promote students’ performance