The Bee-Bot in the assessment for learning of mathematical concepts

Abstract

This research was conducted in one Maltese State Primary school using a constructivist grounded theory approach. The study analysed the perceptions of educational leaders, educators, and pupils of the Bee-Bot's role in Mathematics teaching, assessment, and learning. To acquire empirical data, interviews and focus groups were utilised. To generate an in-depth analysis, the participants were intentionally selected from different levels. The interview findings revealed the educational leaders’ and educators' views on the Bee-Bot’s impact and contribution in teaching Mathematics. Meanwhile, the focus group findings indicated the pupils' views on the Bee-Bot’s integration into mathematical learning as pupils apply critical and computational thinking abilities. The study concluded with recommendations, highlighting what classroom and support teachers value most about utilising technology for Mathematics and its formative assessment. Knowledge gaps were further identified, hence suggesting additional necessary intervention for Bee-Bot integration. Another recommendation was to investigate how parents' opinions affect children's views on the Bee-Bot in Mathematics.