Challenges encountered by pre-service mathematics teachers during classroom assessment

Abstract

The Namibian school curriculum lists the development of numeracy and mathematical skills as one of the key areas in primary education. Classroom assessment has to be integrated with classroom instruction to measure attainment of objectives. This study was guided by the research question: what are the challenges encountered by pre-service mathematics teachers during classroom assessment? The qualitative case study used a questionnaire to collect data from 48 participants sampled purposively from a group of pre-service mathematics teachers in the third and final years of studies. The findings provide some insights regarding the challenges faced by pre-service mathematics teachers. Key findings on challenges include: Time management whereby participants spent most of their time writing summaries on the chalkboard and gave less time for writing activities. Participants also indicated that lack of resources was one of the challenges they encountered. They indicated that they did not have enough textbooks, posters and other teaching resources to use during classroom assessment. Furthermore, misconception of mathematics concepts was also a challenge, the participants indicated that learners did not understand mathematics concepts used during the mathematics lessons. The study recommends that pre-service teachers should use modern methods of teaching and assessment including computers when teaching in order to sustain learners’ interest and help on improving time management. The study further recommends that the language policy be reviewed to accommodate incidences where learners are facing difficulties with comprehending assessment instruction in the medium of instruction.