caa a22 4500 445881666 CHVBK 20180317145545.0 cr unu---uuuuu 170323e20110901xx s 000 0 eng 10.1007/s10649-011-9311-8 doi (NATIONALLICENCE)springer-10.1007/s10649-011-9311-8 Bansilal Sarah University of KwaZulu-Natal, KwaZulu-Natal, South Africa aut Assessment reform in South Africa: opening up or closing spaces for teachers? [Elektronische Daten] [Sarah Bansilal] This article presents a description of a South African mathematics teacher's struggles to mediate a new national assessment tool called the Common Tasks for Assessment with her grade 9 learners, who are unprepared for the assessment. The purpose of the study is to describe and to identify the constraints on the teacher's mediation attempts. The study is set in the context of an under-resourced classroom with a large number of learners, from disadvantaged backgrounds, who have serious problems with fundamental mathematical concepts. The analytical framework for the study draws upon actions, processes, objects and schemas theory and Valsiner's zone theory. Data for the case study were generated from seven lesson observations, two interviews with the teacher and a focus group interview with a group of learners from the class. The findings reveal that the teacher's practice was impeded by the learners' (non)readiness for the task, the task demands, the restrictions of the curriculum demands, as well as the fact that the modern assessment policy was irreconcilable with the classroom reality. The article concludes by calling for a closer alignment of curriculum implementation plans with the classroom realities of teachers such as the one presented in the study. Springer Science+Business Media B.V., 2011 South Africa nationallicence Common Tasks for Assessment (CTA) nationallicence Assessment nationallicence APOS nationallicence Valsiner's zone theory nationallicence Zone of free movement (ZFM) nationallicence Zone of promoted action (ZPA) nationallicence Curriculum implementation nationallicence Educational Studies in Mathematics Springer Netherlands 78/1(2011-09-01), 91-107 0013-1954 78:1<91 2011 78 10649 https://doi.org/10.1007/s10649-011-9311-8 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10649-011-9311-8 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Bansilal Sarah University of KwaZulu-Natal, KwaZulu-Natal, South Africa aut NATIONALLICENCE 773 0- Educational Studies in Mathematics Springer Netherlands 78/1(2011-09-01), 91-107 0013-1954 78:1<91 2011 78 10649 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer