## Abstract

Automatic feedback provided to students’ work has the potential to improve their mathematical thinking and skills. A commonly used type of online feedback is elaborated feedback. Engaging students with elaborated feedback is a well-known challenge, which we addressed by examining two mediating tools that are part of a dynamic diagram environment: self-assessment, and interactive feedback. We focused on the students’ process of constructing position-over-time graphs, while they were working on an online example-eliciting task on the Seeing the Entire Picture platform. We present and compare two case studies of students' use of the elaborated feedback, engaging both mediating tools, and analyze changes in the students' examples after processing the elaborated feedback.

Original language | English |
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Title of host publication | Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021 |

Editors | Maitree Inprasitha, Narumon Changsri, Nisakorn Boonsena |

Publisher | Psychology of Mathematics Education (PME) |

Pages | 1-8 |

Number of pages | 8 |

ISBN (Print) | 9786169383024 |

State | Published - 2021 |

Event | 44th Conference of the International Group for the Psychology of Mathematics Education, PME 2021 - Virtual, Online Duration: 19 Jul 2021 → 22 Jul 2021 |

### Publication series

Name | Proceedings of the International Group for the Psychology of Mathematics Education |
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Volume | 3 |

ISSN (Print) | 0771-100X |

ISSN (Electronic) | 2790-3648 |

### Conference

Conference | 44th Conference of the International Group for the Psychology of Mathematics Education, PME 2021 |
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City | Virtual, Online |

Period | 19/07/21 → 22/07/21 |

### Bibliographical note

Publisher Copyright:© 2021 left to authors.

## ASJC Scopus subject areas

- Mathematics (miscellaneous)
- Developmental and Educational Psychology
- Experimental and Cognitive Psychology
- Education