Dynamic Geometry Tasks in Standardized Assessment--Analysis of Solution Processes and Consequences for Practice
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| Title: | Dynamic Geometry Tasks in Standardized Assessment--Analysis of Solution Processes and Consequences for Practice |
|---|---|
| Language: | English |
| Authors: | Lena Frenken (ORCID |
| Source: | International Journal of Mathematical Education in Science and Technology. 2024 55(5):1117-1133. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Geometry, Standardized Tests, Foreign Countries, Computer Software, Grade 8, Mathematics Education, Computer Assisted Testing, Technological Literacy |
| Geographic Terms: | Germany |
| DOI: | 10.1080/0020739X.2022.2036838 |
| ISSN: | 0020-739X 1464-5211 |
| Abstract: | The German national educational standards state explicitly that students should be enabled to successfully interact with dynamic geometry software. In a feasibility study on providing a standardized assessment instrument by digital means, in order to assess students' mathematical competencies, the implementation of a task with such a dynamic geometry software was investigated. The sample consisted of 101 8th graders and was used to evaluate how students actually interact with the embedded dynamic geometry software. We focused especially on investigating relationships between successfully solving such tasks (evaluated automatically or categorized qualitatively by a human rater) and process data collected during the testing. A multiple linear regression analysis was conducted to identify relevant predictors for success within one dynamic geometry task. On this basis, possible adjustments are discussed so as to enhance the standardization and accessibility of tasks within dynamic geometry systems. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1420367 |
| Database: | ERIC |
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| Abstract: | The German national educational standards state explicitly that students should be enabled to successfully interact with dynamic geometry software. In a feasibility study on providing a standardized assessment instrument by digital means, in order to assess students' mathematical competencies, the implementation of a task with such a dynamic geometry software was investigated. The sample consisted of 101 8th graders and was used to evaluate how students actually interact with the embedded dynamic geometry software. We focused especially on investigating relationships between successfully solving such tasks (evaluated automatically or categorized qualitatively by a human rater) and process data collected during the testing. A multiple linear regression analysis was conducted to identify relevant predictors for success within one dynamic geometry task. On this basis, possible adjustments are discussed so as to enhance the standardization and accessibility of tasks within dynamic geometry systems. |
|---|---|
| ISSN: | 0020-739X 1464-5211 |
| DOI: | 10.1080/0020739X.2022.2036838 |
