PRACTICAL APPROACH TO TEACHING AND ASSESSMENT
IN MATHEMATICS
Mathematics is a subject characterised with abstraction. Many learners in
the world dread Mathematics. Theoretical approach to teaching and
assessment are often adopted with lecture method in most cases resulting
to poor learning outcomes. Poor teaching methods have been reported but
practical approach of teaching and assessment have rarely been
considered and has not been adopted in classroom activities. This study
proves that some concepts can be taught practically and assessed
practically to reduce cognitive loading as to usher in learning with fun and
without anxiety. PMTTQ questionnaire containing ten mathematics
concepts that can be taught practically (section B) and the same ten items
that can be tested practically (section C) are administered among
Mathematics stakeholders which include Mathematics teachers and
Mathematics educators. A sample size of 42 is randomly selected from the
mathematics stakeholders (excluding students) who are participants of
M.A.N conference. Above 65% are of the opinion that all these concepts
are better taught through practical approach; above 52% opine that these
same concepts are better assessed in a practical way. There is significant
difference between concepts that can be taught practically and those that
can be assessed practically. There is a gap between their opinion on the
concepts that can be taught and tested through practical approach. The
stakeholders need to be shown and convinced on the possibility of
practical assessment of these concepts.
Key words: practical teaching and assessment, theoretical teaching and assessment,
science subjects, teaching approach
Samson Sunday Afolabi
PRACTICAL APPROACH TO TEACHING AND ASSESSMENT IN MATHEMATICS
Mathematics is a subject characterised with abstraction. Many learners in the world dread Mathematics. Theoretical approach to teaching and assessment are often adopted with lecture method in most cases resulting to poor learning outcomes. Poor teaching methods have been reported but practical approach of teaching and assessment have rarely been considered and has not been adopted in classroom activities. This study proves that some concepts can be taught practically and assessed practically to reduce cognitive loading as to usher in learning with fun and without anxiety. PMTTQ questionnaire containing ten mathematics concepts that can be taught practically (section B) and the same ten items that can be tested practically (section C) are administered among Mathematics stakeholders which include Mathematics teachers and Mathematics educators. A sample size of 42 is randomly selected from the mathematics stakeholders (excluding students) who are participants of M.A.N conference. Above 65% are of the opinion that all these concepts are better taught through practical approach; above 52% opine that these same concepts are better assessed in a practical way. There is significant difference between concepts that can be taught practically and those that can be assessed practically. There is a gap between their opinion on the concepts that can be taught and tested through practical approach. The stakeholders need to be shown and convinced on the possibility of practical assessment of these concepts. Key words: practical teaching and assessment, theoretical teaching and assessment, science subjects, teaching approach