Assessment Strategies for Enhancing Students’ Mathematical Problem-solving Skills: A Review of Literature
Fidele Ukobizaba 1 * , Gabriel Nizeyimana 1, Angel Mukuka 1 2
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1 African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), RWANDA2 Department of Mathematics, Science, and Technology Education, Mukuba University, Kitwe, ZAMBIA* Corresponding Author


Students’ ability to apply mathematical knowledge to various situations has been one of the major concerns in mathematics education research. However, little is known about the assessment strategies that have a substantial contribution to the development of mathematical problem-solving skills in kindergarten children through to upper secondary school students. In this review of existing literature, we discuss the contribution of assessment strategies in the last three decades in strengthening learners’ acquisition of mathematical problem-solving skills. Twenty peer-reviewed conference papers and journal articles published from 1997 to 2020, downloaded from Google Scholar, Academia, and ERIC databases have been analyzed and discussed. Based on this review, it has been noted that the application of assessment strategies such as Structure of the Observed Learning Outcomes taxonomy, Higher-Order Thinking Skills model, performance assessments, authentic assessments, dynamic assessments, and video games-based assessments alongside the learner-centered/active learning methods like problem-based and cooperative learning is bound to strengthen students’ mathematical problem-solving skills.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Literature Review

EURASIA J Math Sci Tech Ed, 2021, Volume 17, Issue 3, Article No: em1945

Publication date: 25 Feb 2021

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Article Downloads: 5494

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