Student approaches to generating mathematical examples: comparing e-assessment and paper-based tasks.
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| Title: | Student approaches to generating mathematical examples: comparing e-assessment and paper-based tasks. |
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| Authors: | Kinnear, George1 (AUTHOR) G.Kinnear@ed.ac.uk, Iannone, Paola1 (AUTHOR), Davies, Ben2 (AUTHOR) |
| Source: | Educational Studies in Mathematics. Jun2025, Vol. 119 Issue 2, p179-201. 23p. |
| Subject Terms: | *Mathematics students, *Student strikes, *Curriculum, *Learning, *Students |
| Abstract: | Example-generation tasks have been suggested as an effective way to both promote students' learning of mathematics and assess students' understanding of concepts. E-assessment offers the potential to use example-generation tasks with large groups of students, but there has been little research on this approach so far. Across two studies, we investigate students' responses to a particular sequence of example-generation tasks, posed either on paper or through e-assessment. We identify a striking difference in students' example-generation strategies and success, for e-assessment and paper-based versions of the same tasks. This suggests the use of example-generation tasks in e-assessment may not be straightforward, and we conclude by discussing the implications for teaching and research. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Example-generation tasks have been suggested as an effective way to both promote students' learning of mathematics and assess students' understanding of concepts. E-assessment offers the potential to use example-generation tasks with large groups of students, but there has been little research on this approach so far. Across two studies, we investigate students' responses to a particular sequence of example-generation tasks, posed either on paper or through e-assessment. We identify a striking difference in students' example-generation strategies and success, for e-assessment and paper-based versions of the same tasks. This suggests the use of example-generation tasks in e-assessment may not be straightforward, and we conclude by discussing the implications for teaching and research. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00131954 |
| DOI: | 10.1007/s10649-024-10361-1 |
