Assessing basic mathematical abilities of grade four learners: A constructivism perspective

Abstract

Learners in Zambian primary schools learn mathematics as one of the core curricula subjects. It is cardinal for learners at primary level to exhibit basic mathematical skills which are a prerequisite for acquiring skills in complex mathematical abilities. A descriptive case study guided by Jean Piaget’s theory of cognitive development anchored on constructivism paradigm was used as research design. The study comprised of 8 learners (4 boys and 4 girls) in grade 4 aged between 10 and 13 who were purposively sampled. The Basic Numerical and Calculation Abilities Test were administered to learners. The findings were that generally, learners demonstrated satisfactory performance in number skills and exhibited challenges on arithmetic skills. The study concluded that learners had problems with calculations, an indication that learners experienced challenges with fluent skills in single digit calculations, number system and calculation algorithms. The study recommended the need to expose learners to activities that enhance digit calculations, number system and calculation algorithms as well as for teachers to use activities that promote multisensory approach when teaching basic mathematical skills to enable learners grasp mathematics skills at primary level.

Keywords: Assessment. Cognitive. Constructivism. Mathematical skills.