Factors Related to Mathematics Teachers Pedagogic Discretion When Evaluating Parabola Sketches

This paper examines the influencing factors on mathematics teacher's pedagogical discretion when assessing sketches of parabolas in a digital environment. We provided 62 secondary mathematics teachers with 20 sketches representing student answers to a task requiring them to sketch a quadratic function that passes through a certain point. The teachers were asked whether they would accept each sketch as a correct answer to the task in different teaching settings: classwork, homework, and a test. We identified different characteristics of inaccuracies in the sketches that correlated and did not correlate with the acceptance of the sketch as correct by the teachers. In addition, we identified significant differences between the percentage of acceptance of sketches in the different settings.