Examining the Differences of Hong Kong and Taiwan Students’ Performance on the Number Sense Three-tier Test

Abstract

Assessing elementary students' performance on number sense provides early predictors and support for interventions in teaching and learning number sense before children fall seriously behind in school. There is no study that concerns the differences between Hong Kong and Taiwan students' performance on the number sense threetier test. The purposes of this study were to examine the differences of Hong Kong and Taiwan students' performance on the number sense three-tier test and the possible misconceptions. A total of 125 fifth graders, 942 sixth graders from Hong Kong, and 819 fifth graders from Taiwan participated in this study. Results show that there are significant differences on the performance of first two-tier test and confidence between the fifth graders of HK and Taiwan, sixth graders of HK and fifth graders of Taiwan, respectively. Strong misconceptions and key differences among the HK fifth graders, HK sixth graders, and Taiwan fifth graders were found and discussed.

Scientific Literacy-Based Flipped Classroom Virtual Strategy for Biology Learning in the New Normal Era

“…The data were the achievement from pretest and posttest results with three-tier test multiple-choice questions. Such questions could reveal which students already understand concepts, do not understand concepts, do not understand concepts, and misconceptions (Cheung & Yang, 2018), but in this study, the data were transformed into only understanding concepts and not understanding concepts. The scale of students' self-efficacy before and after learning used an instrument similar to the instrument developed by Sunaryo (2017).…”

Number Sense Siswa Pada Materi Eksponen Ditinjau Dari Gaya Kognitif Reflektif-Impulsif

“…Siswa dengan number sense yang baik memiliki beberapa karakteristik seperti yang diungkapkan oleh NCTM dalam Maghfirah dan Mahmud (2018) yaitu memiliki pemahaman makna bilangan yang baik, dapat mengembangkan banyak hubungan antar bilangan, mengenali besaran relatif bilangan, mengetahui pengaruh relatif pengoperasian bilangan, dan mengembangkan referensi untuk mengukur objek serta situasi umum di lingkungan mereka. Dalam penelitian ini, indikator number sense diadaptasi dari Cheung dan Yang (2018) yang meliputi memahami makna bilangan dan operasinya, menggunakan beberapa representasi bilangan dan operasinya, memahami efek dari operasi bilangan, dan mampu menilai kewajaran komputasi dari strategi berbeda.…”

“…Dalam pengujian kredibilitas data, peneliti menggunakan triangulasi teori dan triangulasi waktu yaitu penelitian dilakukan dengan mempertimbangkan waktu pengumpulan data (Sugiyono, 2017). Adapun indikator number sense pada materi eksponen yang diadaptasi dari Cheung dan Yang (2018)…”

Relationship between Elementary School Students' Numeracy and Number Sense

“…Previous research on numeracy has focused on assessing students' numeracy abilities in general (Barham et al, 2019;Kuperman et al, 2022;Richards & Islam, 2018) and by gender (Aune et al, 2018;Souza & Fonseca, 2013;Suryadarma, 2015). The same concerns research about number sense that examines students' skills generally (Cheung & Yang, 2018;Mohamed & Johnny, 2010;Purnomo et al, 2014;Wulandari et al, 2021;Yang & Sianturi, 2021) and depending on gender (Gonzalez et al, 2021;Yilmaz, 2017). However, few studies have explicitly examined these factors in relation to the impact of number sense.…”