TY - JOUR

T1 - Influence of a Function’s Coefficients and Feedback of the Mathematical Work When Reading a Graph in an Online Assessment System

AU - Gaona, Jorge

AU - Hernández, Rodrigo

AU - Guevara, Felipe

AU - Bravo, Víctor

N1 - Funding Information:
This article was financed in part with funds from the Dirección General de Investigación de la Universidad de Playa Ancha and the Fondecyt Nº 1190756
Funding Information:
This article was financed in part with funds from the Dirección General de Investi-gación de la Universidad de Playa Ancha and the Fondecyt Nº 1190756.
Publisher Copyright:
© 2022, International Journal of Emerging Technologies in Learning. All Rights Reserved.

PY - 2022

Y1 - 2022

N2 - 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.

AB - 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.

KW - Digital technology

KW - Distance education and online learning

KW - Mathematical activity

KW - Post-secondary education

KW - Task design

UR - http://www.scopus.com/inward/record.url?scp=85141788990&partnerID=8YFLogxK

U2 - 10.3991/ijet.v17i20.32641

DO - 10.3991/ijet.v17i20.32641

M3 - Article

AN - SCOPUS:85141788990

VL - 17

SP - 77

EP - 98

JO - International Journal of Emerging Technologies in Learning

JF - International Journal of Emerging Technologies in Learning

SN - 1868-8799

IS - 20

ER -