Computer-Supported Assessment of Geometric Exploration Using Variation Theory

Research output: Contribution to journalArticlepeer-review


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
Issue number2
StatePublished - Mar 2023

Bibliographical note

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


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

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education


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