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.
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Mathematical Education in Science and Technology
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
