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ERIC Number: EJ1227075
Record Type: Journal
Publication Date: 2019-Oct
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-4909
Assessing Students' Conceptual Understanding Using an Online Three-Tier Diagnostic Test
Yang, Der-Ching; Sianturi, Iwan Andi J.
Journal of Computer Assisted Learning, v35 n5 p678-689 Oct 2019
When solving a mathematical problem, students who do not have sufficient conceptual understanding may perform poorly and exhibit misconceptions. This study was aimed to examine students' conceptual understanding and significant misconceptions when solving number sense-related problems. An online three-tier diagnostic test was administered to 125 fifth-grade students with varied socio-economic backgrounds in Hong Kong. Only 14.40% of the students exhibited high performance with high confidence, indicating that these students had a profound conceptual understanding of number sense. In addition, the majority of the students (66.40%) did not demonstrate number sense; these students exhibited several significant misconceptions and could solve the questions only by using a rule-based method or guessing. Accordingly, most students performed unsatisfactorily on number sense-related problems. This study is imperative in identifying early predictors and provides information for further compatible interventions in the teaching and learning of number sense in Hong Kong in particular and worldwide in general.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong