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.
|Number of pages||34|
|Journal||Journal for Research in Mathematics Education|
|State||Published - Mar 2023|
Bibliographical noteFunding 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)
© 2023, National Council of Teachers of Mathematics. All rights reserved.
- Interactive learning
- Learning analytics
- Mathematical learning
- Online interactive assessment
- Personalized learning
ASJC Scopus subject areas
- Mathematics (miscellaneous)