Main Article Content
The study focused on use of Constructivism learning approaches to assess formative assessment practices of Mathematics tutors in selected Colleges of Education in Ashanti and Bono Region in Ghana. The study adopted Convergent Parallel research design to guide the study. A sample of 56 Mathematics tutors were sampled through census study. Questionnaire, interview guide and observation checklist were used to collect data from the participants. The study revealed that tutors ensured students participation in the lesson by students asking questions for clarification, writing notes for future reference, taking part in class exercises and participation in group work. It was concluded that the study has brought to the light that tutors ensured students participation in mathematics class using different methods or approaches. This may due to tutors attend professional development to improve their teaching strategies as well as mathematics is concerned.
Asare K. Exploring the kindergarten teachers’ assessment practices in Ghana. Developing Country Studies. 2015;5(8): 2225-0565.
Amoako I. A meta-analysis on formative assessment practices in Ghana. Research on Humanities and Social Sciences. 2018; 8(3):2224-5766.
Harlen W. Teachers’ summative practices and assessment for learning -tensions and synergies. Curriculum Journal. 2007;16(2): 207-223.
Herman J. Formative Assessment for Next Generation Science Standards. Invitational research symposium on science assessment. 2013;(1-28).
Brooks J, Brooks M. In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development; 1999.
Walker I, Zhu Y. The benefit of STEM skills to individuals, society, and the economy. Report to Royal Society’s Vision for Science and Mathematics. 2013;1-38.
Rogers GW. I’m Not Good at Math: Mathematical illiteracy and innumeracy in the United States. Electronic Theses and Dissertations; 2017.
Nagavalli T. A study of dyscalculic primary school children in Salem district and evaluation of applicability of innovative strategies as remedial measures. Department of Educational Research and Policy Perspectives. 2015;1-219.
Makonye PJ. Teaching functions using a realistic mathematics education approach: A theoretical perspective. marang centre for mathematics and science education, School of education. 2014;7(3):653-662.
Heuvel-Panhuizen M. Reform under attack: Forty years of working on better mathematics education thrown on the scrapheap? In L. Shaping the future of mathematics education. 1998;33(1)1–25.
Opfer VD, Pedder D. Conceptualizing teacher professional learning. Review of Educational Research. 2011;81(3) 376–407.
Windschitl M. Rethinking the continuum of preparation and professional development for secondary science educators. High School Science Laboratories: Role and vision. 2014;27.
Ziegler MG, Loos A. Teaching and learning what is mathematics. Mathematics Subject Classification. 2010;97D20.
Ding L, Pepin B, Jones K. Students attitudes towards mathematics across lower secondary schools in Shanghai. The Construct of Attitude in Mathematics Education. 2015;157-178.
Scarpello G. Helping students get past math anxiety. Techniques: Connecting Education and Careers. 2007;82(6):34-35.
Enu J, Agyman O, Nkum D. Factors influencing Students' Mathematics Performance in some selected Colleges of Education in Ghana. 2015;3:68-74.
Akyeampong K, Country report one - Teacher training in Ghana – Does it Count? Department for International Development: Educational Papers. 2013; (1-138).
Amoako I, Asamoah D, Bortey J. Knowledge of formative assessment practices among senior high school mathematics teachers in Ghana. American Journal of Humanities and Social Sciences Research. 2019;3(3):08-13.
Veldhuis M. Improving classroom assessment in primary mathematics education. 2015;32(8):978-90-70786.
Seifi M, Haghverdi M, Azizmohamadi F. Recognition of students’ difficulties in solving mathematical word problems from the viewpoint of teachers. Journal of Basic and Applied Scientific Research. 2012; 2(3):2923-2928.
Astin AW. Achieving educational excellence: A critical assessment of priorities and practices in higher education. San Francisco: Jossey-Bass; 1985.
Astin AW. An empirical typology of college students. Journal of College Student Development. 1993;34(1):36-46.
Kuh GD. Assessing what really matters to student learning: Inside the National Survey of Student Engagement. Change. 1991;33(3):10-17.
Pascarella ET, Terenzini PT. How college affects students: A third decade of research .2. San Francisco: Jossey-Bass; 2005.
Carini RM, Kuh GD, Klein SP. Student engagement and student learning: Testing the linkages. Res. High.Educ. 2006;47: 1–32.
Everly M. Are students’ impressions of improved learning through active learning methods reflected by improved test scores? Nurse Education Today, 2013; 33(2):148-151.
Turner EE, Drake C, Roth McDuffie A, Aguirre J, Gau Bartell T, Foote MQ. Promoting equity in mathematics teacher preparation: a framework for advancing teacher learning of children's multiple mathematics knowledge bases. Journal of Mathematics Teacher Education. 2011; 15(1):67-82.
Dunlosky J, Rawson AK, Marsh JE, Nathan JM, Willingham TD. Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest. 2013;14(1):4–58.
Shulman LS. Those who understand: Knowledge growth in teaching. Educational Researcher. 1986;15(2):4-14.
Zhang D, Liu L. How Does ICT Use influence students’ achievements in math and science over time? EURASIA Journal of Mathematics, Science and Technology Education. 2016;15(10).
Creswell JW, Plano Clark VI. Designing and conducting mixed methods research, (2nd ed.). Los Angeles: Sage; 2011.
Cohen L, Manion L, Morrison K. Research methods in education (6th ed.). London: Routledge; 2007.
Awoniyi FC. The understanding of Senior High School Mathematics Teachers of School-Based Assessment and its Challenges in the Cape Coast Metropolis. British Journal of Education. 2016;4(10):22-38.
Boaler J. Ability and mathematics: The mindset revolution that is reshaping education. 2016;55(1):2013.
Browne E. Evidence on formative classroom assessment for learning. Helpdesk Report commissioned by the UK Department for International Development. 2016;2-5.
Cohen L, Manion L, Morrison K. Research methods in education (7th ed.). New York, Routledge; 2011.
Hart L. Describing the affective domain: Saying what we mean. In Mc Leod & Adams (Eds.) Affect and Mathematical Problem Solving New York: Springer Verlag. 1989;37-45).
Ritt M. The Impact of High-stakes testing on the Learning Environment; 2016.
Retrieved: Sophia, the St. Catherine University repository