In recent decades, there has been rapid development in digital technologies for automated assessment. Through enhanced possibilities in terms of algorithms, grading codes, adaptivity, and feedback, they are suitable for formative assessment. There is a need to develop computer-aided assessment (CAA) tasks that target higher-order mathematical skills to ensure a balanced assessment approach beyond basic procedural skills. To address this issue, research suggests the approach of asking students to generate examples. This study focuses on an example-generation task on polynomial function understanding, proposed to 205 first-year engineering students in Sweden and 111 first-year biotechnology students in Italy. Students were encouraged to collaborate in small groups, but individual elements within the tasks required each group member to provide individual answers. Students’ responses kept in the CAA system were qualitatively analyzed to understand the effectiveness of the task in extending the students’ example space in diverse educational contexts. The findings indicate a difference in students’ example spaces when performing the task between the two educational contexts. The results suggest key strengths and possible improvements to the task design. 

This paper provides some insights into the use of example-generating tasks in the design of a technology-rich learning environment to enhance students’ mathematical thinking. The paper reports on an early stage of a design-based research project concerning the design of tasks and associated feedback utilising the affordances provided by a combined use of a dynamic mathematics software environment and a computer-aided assessment system. In example-generating tasks, students are asked to generate examples that fulfil certain conditions. Based on data in terms of examples generated by 491 first-year engineering students, taking a first course in calculus, the paper examines patterns of student response to three example-generating tasks. As a theoretical lens, the notions of dimensions of possible variation and associated ranges of permissible change are used. In light of the observed patterns, the paper provides some guiding principles for designing example-generating tasks and associated formative feedback to foster students’ mathematical understanding by enriching their example spaces. For example, this paper illustrates occasions where it might be instructive to start by asking for two examples, followed by adapted feedback before requesting a third example.

This paper reports on a pilot study with the focus on (re)design of a digitized task environment utilizing two types of technology – a dynamic mathematics software and a computer-aided assessment system. The data consist of responses from 256 first year engineering students, taking their first Calculus course, on two different types of task. The results are discussed in relation to (re)design of tasks as well as possible feedback design options to enable a formative assessment approach.

This paper reports on the planning of a design-based research (DBR) study, where the main aim is to develop principles in designing technology-enhanced learning environment utilizing a combination of a dynamic mathematics software (DMS) and a computer-aided assessment (CAA) system. The focus is on the design of tasks and automated feedback of high quality so as to enhance first year engineering students’ engagement in and conceptual understanding of mathematical contents. The paper outlines the rationale for the project and highlights theoretical aspects that will be considered in the study. Moreover, some findings from a pilot study that will inform the first cycle of the DBR study are presented.

Based on the patterns of response to an example-generating task, this paper provides suggestions onhow the task could be redesigned to enrich students’ example spaces in relation to the key ideasaddressed by the task. The participants are 236 first-year engineering students

This paper reports a study of teachers’ use of Connected classroom technology to prepare for whole-class discussions building on students’ computer-based work in mathematics. The study investigates four upper secondary school teachers’ management of time and progression during the phase of the lesson where students are working in pairs. The findings highlight various didactical choices made by the teachers. These choices and some related challenges are discussed

In the poster, we will present a planned study focusing on the design of DMS tasks and elaborated feedback within a CAA system. The study will be conducted in a first year engineering mathematics course during autumn 2020.

This paper reports a study of four upper secondary school teachers’ use of Connected Classroom Technology to select student responses to computer-based activities, and to use these responses to launch successive stages of a planned whole-class discussion. Although the preparation for the class discussion was quite successful, it was a challenge for the teachers to conduct the whole-class discussion, particularly in posing specific questions based on appropriate student responses.