Computer-Supported Assessment of Geometric Exploration Using Variation Theory

Research output: Contribution to journalArticlepeer-review

Abstract

We report on an innovative design of algorithmic analysis that supports automatic online assessment of students’ exploration of geometry propositions in a dynamic geometry environment. We hypothesized that difficulties with and misuse of terms or logic in conjectures are rooted in the early exploration stages of inquiry. We developed a generic activity format for if–then propositions and implemented the activity on a platform that collects and analyzes students’ work. Finally, we searched for ways to use variation theory to analyze ninth-grade students’ recorded work. We scored and classified data and found correlation between patterns in exploration stages and the conjectures students generated. We demonstrate how automatic identification of mistakes in the early stages is later reflected in the quality of conjectures.

Original languageEnglish
Pages (from-to)141-174
Number of pages34
JournalJournal for Research in Mathematics Education
Volume54
Issue number2
DOIs
StatePublished - Mar 2023

Bibliographical note

Funding Information:
Data collection and analysis were part of the dissertation by Y. Luz, Study the challenge of designing online formative assessment in the context of geometrical proof (University of Haifa, M. Yerushalmy, advisor). Portions of these findings were presented at the 2019 Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht, Netherlands. This research was supported by the Israel Science Foundation (Grant No. 147/18)

Publisher Copyright:
© 2023, National Council of Teachers of Mathematics. All rights reserved.

Keywords

  • Conjecture
  • Inquiry
  • Interactive learning
  • Learning analytics
  • Mathematical learning
  • Online interactive assessment
  • Personalized learning

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education

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