Research tensions with the use of timed numeracy fluency assessments as a research tool
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Date
2013
Authors
Stott, Debbie
Graven, Mellony
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
In this paper, we describe how we came to use timed fluency activities, along with
personal learner reflections on those activities, in our after-school maths club as a
complementary research and developmental tool for assessing the changing levels
of learners’ mathematical proficiency over time. We use data from one case-study
after-school maths club. Not only did the activities provide us as researchers, and
mentors, with a quick way of tracking, evaluating, encouraging and valuing learner
progress, but also with a mechanism for the learners to practise the fluency they
were developing through other activities of the club. More importantly, the use of
learner reflections assisted learner buy-in and reduced the stress related to such
timed assessments. This alleviated, to some extent, our ethical unease with the use
of such instruments. We have subsequently extended this research and development
tool in all clubs that we run and continue to research their affect and effect in order to
gain deeper understanding of the research and development opportunities enabled
by such activities.
Description
Keywords
Fluency, Elements of fluency, Timed assessments, After-school maths clubs, Learner reflections, Research tool, Developmental tool
Citation
Stott, D., & Graven, M. (2013). Research tensions with the use of timed numeracy fluency assessments as a research tool. Perspectives in Education: Primary mathematics: addressing the crisis, 31(3), 79-93.