Narrowing the Digital Divide in Early Maths: How Different Modes of Assessment Influence Young Children’s Mathematical Test Scores

McDonald, Sian; Fotakopoulou, Olga

doi:10.1080/10409289.2023.2260683

Cited by 3 publications

(1 citation statement)

References 53 publications

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“…Other subjects, such as potential instructors, have not been studied. Because it can be used to evaluate the early issues that occur, an overview of the difficulty of creating a math test based on BTR with a candidate teacher as the subject is seen to be important (Bodger, 2023;McDonald and Fotakopoulou, 2023;Yilmaz et al, 2023). Before they become actual teachers, it is hoped that prospective teachers will see the issue and be able to solve it.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Prospective Teacher Students Errors in Making Math Test Instruments Based on Bloom's Taxonomy Revised

Adhitya

2024

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This study aims to describe the errors of prospective teacher students in making math test instruments based on cognitive levels from the Bloom’s Taxonomy Revised (BTR). BTR consists of LOTS (C1-C3) and HOTS (C4-C6) levels. This research included descriptive qualitative research. The subjects of this study were 19 prospective teacher students, namely the mathematics education department in the Mathematics Learning Evaluation course. Based on the results of the study, it was obtained that prospective teacher students made mistakes at both levels but more at the HOTS level. At the LOTS level, it is on the error level C3; at the HOTS level, it is spread at all levels, namely C4-C6. An indication of error that often arises is that prospective teacher students cannot compile questions according to their level of cognition. The questions made are often still below the level they should be. The level of the questions made is still below the level that it should be.

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Section: Introductionmentioning

confidence: 99%

Analysis of Prospective Teacher Students Errors in Making Math Test Instruments Based on Bloom's Taxonomy Revised

Adhitya

2024

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Tablet Computers in Early Science Education: Enriching Teacher–Child Interactions

Studhalter,

Jossen,

Seeli

et al. 2024

Early Childhood Educ J

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Engaging in vivid conversations is crucial for the social and cognitive development of young children and for building their understanding of science phenomena. In this regard, educators play a pivotal role in shaping interactions with learners by providing adequate scaffolds to promote sustained shared thinking. Tablet computers are considered to have substantial potential for supporting learning, particularly in enriching communication and collaboration, as well as in making science phenomena more accessible. However, there are concerns that increased screen time may lead to social isolation. To address this situation, the present multiple-case study explores the impact of using tablet computers’ video functionality on the quality of teacher–child interactions during a specific play-based learning scenario in the domain of science. The investigation, which employed a mixed-method approach, followed two individual teachers separately during 24 lessons each in a videographic setup and isolated 200 science content-relevant interaction episodes. These episodes were coded according to their interaction quality in an inter-rater agreement procedure using MAXQDA. High-quality interactions were defined as those episodes involving a deep, prolonged, intellectual and content-specific exchange between the teacher and at least one child, based on both teacher and children playing their active roles in the participation of the talk. The results indicated that using tablets in the specific play scenario under investigation was associated with teacher–child interactions of longer duration, variable scaffold quality among teachers, and increased verbal engagement from children. These results counter the concerns that the use of digital media might lead to screen-based isolation and suggest that tablet computers can be harnessed for valuable educational interactions.

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Digital Transformations in Early Learning: From Touch Interactions to AI Conversations

Luo,

Yang,

Berson

2023

Early Education and Development

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Narrowing the Digital Divide in Early Maths: How Different Modes of Assessment Influence Young Children’s Mathematical Test Scores

Cited by 3 publications

References 53 publications

Analysis of Prospective Teacher Students Errors in Making Math Test Instruments Based on Bloom's Taxonomy Revised

Analysis of Prospective Teacher Students Errors in Making Math Test Instruments Based on Bloom's Taxonomy Revised

Tablet Computers in Early Science Education: Enriching Teacher–Child Interactions

Digital Transformations in Early Learning: From Touch Interactions to AI Conversations

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