Using examples supports the construction of concept images and concept definitions of mathematical concepts. Examples can also serve to examine relationships and connections between different mathematical concepts that learners sometimes make during the learning process of different mathematical concepts. This paper focuses on the interactions between teachers and definitions of mathematical concepts, as they manifested when working with online mathematical tasks that require learners to create examples that meet a specified set of conditions. These interactions required the teachers to reexamine the definitions of mathematical concepts and their boundaries. We will describe how the automatic formative assessment platform enables, and sometimes forces, reiteration and fine tuning of mathematical concepts' definitions, and examine possible impact on the learning process of both teachers and students.
|Title of host publication||Proceedings of the 5th ERME Topic Conference Mathematics Education in the Digital Age (MEDA 5)|
|Editors||H. G. Weigand, A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, N. Gronbaek, J. Traglova|
|Place of Publication||Copenhagen, Denmark|
|Number of pages||7|
|State||Published - 5 Sep 2018|