The teaching and learning fractions is one of the most problematic areas in primary school mathematics. A large number of studies have engaged paper-and-pencil test to measure students' instrumental understanding about fractions but few have sought to learn about children's fraction sense. This paper reports a study that investigated fraction sense possessed by the Malaysian primary pupils. A 16-item Fraction Sense Test (FST) was developed and administered to a group of 198 Primary 4 pupils to test their fraction sense in solving problems about fractions. From the FST result, six respondents were selected from the low ability, intermediate ability, and high ability group. These respondents underwent a series of clinical interviews. Results show that the low and intermediate achievers lack fraction sense. The high achievers demonstrated flexibility in visualizing and recognizing the representations of unfamiliar fractions. They developed mental referents for fractions. They noticed the number of parts and were aware that these parts must be equal when comparing fractions. They could visualize and perform operations mentally with larger value numerators and denominators. They have good sense of estimation and applied equivalence of fractions. These findings are useful to teachers who prepare teaching activities to enhance fraction sense.

The study employed the Malay version of Student Attitude towards STEM (S-STEM) to predict STEM subject performance. The original S-STEM was translated from English to the Malay language and tested on a sample of 144 first year undergraduates. The instrument consisted of four constructs on attitudes: mathematics, science, engineering/technology, and 21st century skills. Confirmatory factor analysis confirmed the four factors contributed 53.2% to the explained variance. Structural Equation Modelling was employed to test the measurement and structural model. Item loadings below 0.6 were removed from the instrument. Results show that all constructs fulfilled most of the reliability criteria. Fit indices presented CFI = 0.925 and RMSEA= 0.069 which abide the rule of thumb with GFI = 0.836, AGFI = 0.789, NFI = 0.837 readings near the level of acceptance. When the Malay version of S-STEM was administered on 111 students in the following year, result shows that mathematics attitudes was the best factor to predict STEM subject performance followed by science attitudes, and then the 21st century skill. Impact of engineering/technology was not statistically significant at p <.05. Future researchers are encouraged to employ the Malay version S-STEM on other STEM subjects to generate more conclusive results.

This chapter seeks to take a modest and yet formative approach in proposing computer-based test (CBT) as the inevitable next wave in digital assessment. The major section reports on the practical design of developing and administering CBT in a mathematics competition by HOTS educational innovation development (HEID) in a mathematics competition. This chapter describes the CBT developmental process undertaken by HEID, which focuses on constructing multiple-choice test items, administering CBT, and scoring the test. While CBT offers the possibility of improving assessment, the process of preparing items and conducting online competition have nevertheless encountered several challenges such as getting quality test items, school and teacher readiness, seat time in front of computer, computer compatibility, and internet speed. As with many other educational reforms at infancy, more research in the area of implementing CBT to facilitate international competitions is needed in landscaping the assessment platform of Education 4.0.