Student Approaches to Generating Mathematical Examples: Comparing E-Assessment and Paper-Based Tasks
Saved in:
| Title: | Student Approaches to Generating Mathematical Examples: Comparing E-Assessment and Paper-Based Tasks |
|---|---|
| Language: | English |
| Authors: | George Kinnear (ORCID |
| Source: | Educational Studies in Mathematics. 2025 119(2):179-201. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Mathematics Skills, Learning Strategies, Skill Development, Student Evaluation, Evaluation Methods, Mathematical Concepts, Task Analysis, Models, Computer Assisted Testing |
| DOI: | 10.1007/s10649-024-10361-1 |
| ISSN: | 0013-1954 1573-0816 |
| 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. |
| Abstractor: | As Provided |
| Notes: | https://doi.org/10.17605/OSF.IO/XDU3H |
| Entry Date: | 2025 |
| Accession Number: | EJ1470510 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| 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. |
|---|---|
| ISSN: | 0013-1954 1573-0816 |
| DOI: | 10.1007/s10649-024-10361-1 |
