Influence of a Functions Coefficients and Feedback of the Mathematical Work When Reading a Graph in an Online Assessment System
Gaona
J
author
Hernández
R
author
Guevara
F
author
Bravo
V
author
2022
This paper shows the results of an experiment applied to 170
students from two Chilean universities who solve a task about reading a graph
of an affine function in an online assessment environment where the parameters
(coefficients of the graphed affine function) are randomly defined from an ad-hoc
algorithm, with automatic correction and automatic feedback. We distinguish two
versions: one of them with integer coefficients and the other one with decimal
coefficients in the affine function. We observed that the nature of the coefficients
impacts the mathematical work used by the students, where we again focus on
two of them: by direct estimation from the graph or by calculating the equation of
the line. On the other hand, feedback oriented towards the estimation strategy
influences the mathematical work used by the students, even though a non-negligible
group persists in the calculating strategy, which is partly explained by the
perception of each of the strategies.
digital technology
distance education and online learning
mathematical activity
post-secondary education
task design
exported from refbase (show.php?record=1654), last updated on Thu, 17 Nov 2022 12:38:18 -0300
text
10.3991/ijet.v17i20.32641
Gaona_etal2022
International Journal of Emerging Technologies in Learning
Int. J. Emerg. Technol. Learn.
2022
continuing
periodical
academic journal
17
20
77
98
1863-0383