Influence of computer-aided assessment on ways of working with mathematics

Rønning, Frode

doi:10.1093/teamat/hrx001

Cited by 24 publications

(21 citation statements)

References 13 publications

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“…With respect to the conditions within automated system, the observed deviation in students' realized activity can be attributed to two specifications in MML. Firstly, the acceptance of the final answers in MML without accounting for the process of getting those solutions led students to focus more on getting the correct answers, which is also reported in the study by Rønning (2017). The program allowed students to proceed even when the mathematical operations were not in accordance with the demands of the tasks.…”

Section: Affordances Of the Online Environmentmentioning

confidence: 87%

Exploring Affordances of an Online Environment: A Case-Study of Electronics Engineering Undergraduate Students’ Activity in Mathematics

Kanwal

2019

Int. J. Res. Undergrad. Math. Ed.

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Online learning environments are being used for teaching and learning of mathematics at university level. Exploiting the potential of digital technology, these Internet-based environments administer computer-generated homework, assistance and feedback for students. This article presents a case-study of a small group of ִ undergraduate engineering students' learning activity in mathematics in an online environment. The study focuses on students' interactions with the online environment to make sense of the affordances of this environment. Utilizing multiple sources of data aid in analyzing the intentional and the operational aspects of students' interactions with several resources in this environment. With regard to both of these aspects, the affordances are thus viewed as features of the environment which support students' engagement with the mathematical tasks. The analyses show that the students incorporated several online resources for solving the tasks posed in the automated system. Students met requirements of final answers in the automated system through varying sequences of mathematical operations for the posed tasks. The conditions of the automated system as well as the rules of the collective activity system played a role in students' interactions with the mathematical tasks.

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Section: Affordances Of the Online Environmentmentioning

confidence: 87%

Exploring Affordances of an Online Environment: A Case-Study of Electronics Engineering Undergraduate Students’ Activity in Mathematics

Kanwal

2019

Int. J. Res. Undergrad. Math. Ed.

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“…Since the early 2000s, various solutions were implemented to prepare the materials for computer assessment systems in math for university students. Generally, they rely on CAS (computer algebra system), such as Mapple [1,2], Maxima [3 -10], GeoGebra [11] and other CAS [12] or use custom software, as MathBridge [13], WIRIS [14], IREN [15], etc. Due to the extensive integration of Learning Management System (LMS) MOODLE in Russian education, primarily relevant those software products, which are built into MOODLE as plugins.…”

Section: Using a Computer Assessment System In Mathematic Training Inmentioning

confidence: 99%

Effective Use of a Computer Grading System for Teaching Mathematics at a University

Tomilenko

Lazareva

2020

ITM Web Conf.

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In the given work, the technology to create mathematical assignments with an auto-checking system in the MOODLE system to control education was considered. It is shown that due to using the STACK plugin, those assignments can be applied in all main sections of mathematical basics courses for engineering training: vector and matrix algebra, analytical geometry, mathematical analysis. The examples of interactive assignments for the development of mathematical thinking are listed. Two different methods of using auto-checking assignments in the educational program are shown. The first includes work in class with computer facilities and students’ self-studies. Thanks to individual assignments for each student, that methodology allows reaching high results in mathematic training. The second based on the organization of student self-studies and applies mostly to underperforming students and allows them to learn how to solve tasks, which are necessary to pass the math exam. Solution’s auto-check system and the ability to generate hints in automatic mode helps to reduce the load on the teacher, as eliminating a large amount of verification work and after-hours assistance to students.

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“…The authors acknowledge that it has always been a challenge for those who teach in the mathematics discipline to provide engaging and valuable learning experiences that equally serve the needs of both mathematics and non-mathematics-focused courses. As evidenced by recent studies of higher education mathematics subjects in the United Kingdom and Europe (Fhloinn & Carr, 2017;Frode, 2017;Iannone & Simpson, 2015), subject engagement in the mathematics discipline by students is heavily influenced by whether or not a student is undertaking a course that is mathematics-focused, for example, engineering, science or actuarial studies. In fact, a closer look revealed that students who engaged with the intricacies of the mathematical method (how to arrive at a solution or answer a question) were also those who were enrolled in a mathematics-focused course.…”

Section: The Problem and Contextmentioning

confidence: 99%

Creating mathematics formative assessments using LaTeX, PDF forms and computer algebra

Herbert

Demskoi

Cullis

2019

AJET

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Formative assessment benefits both students and teaching academics. In particular, formative assessment in mathematics subjects enables both students and teaching academics to assess individual performance and understanding through students’ responses. Over the last decade, educational technologies and learning management systems (LMSs) are used to support formative assessment design. In mathematics, this is problematic because of the inflexibility of LMS and educational technology tools. Automating formative assessment generation and marking to support mathematics learning is made possible by utilising specific software and technologies in new ways. This paper proposes a new method of creating mathematics formative assessments using LaTeX and PDF forms in conjunction with a computer algebra system (e.g., Maple), independent of an LMS. This method is implemented in undergraduate mathematics subjects servicing non-mathematics–focused higher education courses. The method generates individualised assessments that are automatically marked. Results show that the method provides the teaching academic with a more efficient way of designing formative mathematics assessments without compromising the effectiveness of the assessment task. This study contributes to the growing research on mathematics in higher education. The implication is an increased understanding of how existing technology, implemented in new ways, can potentially benefit both mathematics students and teaching academics.

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Influence of computer-aided assessment on ways of working with mathematics

Cited by 24 publications

References 13 publications

Exploring Affordances of an Online Environment: A Case-Study of Electronics Engineering Undergraduate Students’ Activity in Mathematics

Exploring Affordances of an Online Environment: A Case-Study of Electronics Engineering Undergraduate Students’ Activity in Mathematics

Effective Use of a Computer Grading System for Teaching Mathematics at a University

Creating mathematics formative assessments using LaTeX, PDF forms and computer algebra

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