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Two short university courses of recovery of logical-mathematical deficiencies were completed by 210 students of a degree course in Primary Education Sciences, for future elementary school teachers. The courses were held during the years of the pandemic and were therefore online. Students had completed an entrance test with pen and paper, in person, when they first applied for university. The test was organized by an external organization given that there were more than 1000 candidates. Many deficiencies in logic and mathematics were revealed, but without specifics. We therefore transformed some of the test questions into electronic form, with automatic assessment so that students could verify their level themselves and lecturers could plan teaching activities. These questions were used in the courses of recovery. Having to verify the results of more than 1000 students at the original entrance tests, this method for identifying specific deficiencies of the successful candidates was of great support. [ABSTRACT FROM AUTHOR]

This article presents a quantitative and qualitative analysis conducted in Italy, regarding the planning of didactic units on the part of 23 university students. The degree course is in Primary Education Sciences, for future elementary school teachers, in the field of geometry and in particular of 2D and 3D shapes, integrating traditional teaching with the use of GeoGebra software. The data collected through a questionnaire administered to prospective primary school teachers present the many positive aspects of using the GeoGebra software for teaching and learning 2D and 3D geometric shapes and some negative aspects perceived by the sample considered. [ABSTRACT FROM AUTHOR]

This study used the online software system, Publuu, to design an e-book reading interface, with the aim of enhancing students' reading interest and motivation through applying the reading aloud strategy in the process of reading picture e-books. We used a pilot study to test our e-book interface design for this purpose. The participants were four elementary school fourth-grade students who experienced using the e-book interface to read the text and the picture of the assigned e-book material. Meanwhile, they were instructed to use the read-aloud strategy in order to enhance their interest in reading. The preliminary results showed that this e-book design helped enhance students' reading performance and interest in reading. In the future, we plan to further improve the e-book interface design for elementary school teachers to teach reading activities in the classroom. [ABSTRACT FROM AUTHOR]