South African Grade 6 Mathematics teachers’ implementation of projects

Abstract

This study explores how Grade 6 mathematics teachers implement projects as formative and summative assessments using Project-Based Learning (PBL) and Project-Based Assessment (PBA). My conceptual framework was influenced by the George Lucas Education Foundations’ model for implementing Project-Based Learning (PBL) along with other scholars’ work regarding the factors influencing the use of projects. The main research question guiding this study is: How do Grade 6 mathematics teachers implement projects? Through convenience sampling and a questionnaire on the use of PBL (distributed by the Skoleondersteuningsentrum), I was able to select three participants who could contribute to answering this research question. This is a qualitative study encapsulated by the interpretive paradigm where an in-depth exploratory case study design was used. Using document analysis, observations and interviews, I was able to explore how teachers design and implement projects for formative and summative assessments, but also come to understand the challenges that they experience. The findings of this study reveal that these teachers face significant challenges in designing and implementing projects for both formative and summative assessments. There is a notable gap in their conceptual understanding of PBL and PBA. Additionally, the projects created do not align with the intentions of the Curriculum and Assessment Policy Statement (CAPS), highlighting a disparity between the intended and the enacted curriculum. These findings indicate the need for intervention programmes aimed at re-equipping teachers. Such programmes should focus on equipping teachers with the necessary skills and knowledge to design and administer effective projects, thereby fostering classroom environments that promote active learning.