A case study investigation of how assessment practices construct teachers' and pupils' views of mathematics

Assessment practices are an integral part of schooling. The prominence of assessment within schooling in providing information to students and teachers about students' "ability" in learning school subjects, raises an important question: what sort of influence do assessment practices have on how school subjects are perceived by students and teachers? This dissertation focuses on two themes - the way in which assessment practices construct school mathematics, and the way in which these constructions of school mathematics work dynamically with assessment practices to produce descriptions of students.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

1995

Author dc:creator

• Cilliers, Peter Steven

Advisor dc:contributor.advisor

• Ensor, Paula

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/9664

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/9664