Argumentation of Prospective Mathematics Teachers in Fraction Tasks Mediated by an Online Assessment System With Automatic Feedback

Abstract

This article reports the argumentation work of a group of trainee mathematics teachers in an experiment carried out in a virtual class (due to the emergence of COVID-19) during 2020. They worked with a task on fractions in an online assessment system with questions with random parameters and infinite possible correct answers. This was followed by a discussion of the strategies and the justifications, arguments and validations of these strategies and other conjectures that emerged. This article analyzes this work from a qualitative approach using the Mathematical Working Space as a theoretical framework. The results show that the discussion work led the trainee teachers to find interpretations for the algorithms processed by the computer, enhancing epistemic discourse and argumentation in the context of the use of technological artifacts. In turn, the same discourses allowed the future teachers to instrumentalize the processes to be used in new tasks.

Prácticas evaluativas de profesores de matemáticas durante la pandemia

“…Por otra parte, Cornide-Reyes et al (2020) analizan el uso de una aplicación capaz de entregar información en tiempo real de las interacciones de grupos durante una sesión virtual, a partir de la cual los profesores pueden realizar intervenciones focalizadas. Están también los trabajos sobre evaluación de gráficos de funciones, fracciones y números complejos (Gaona y Menares, 2021;Gaona, hernández et al, 2022;Gaona, López et al, 2022). En los tres trabajos, se observa cómo las variables didácticas que definen las tareas propuestas influyen en el trabajo matemático de estudiantes de Ingeniería y profesores de Matemáticas en formación inicial.…”

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

“…In [34] explore reversible and non-reversible tasks in two formats: multiple choice and open-ended responses for algebra. In [35] explicitly discuss the use of feedback for a rational number task that incorporates the fraction, decimal and graph register by locating the values on a real line and how this helps develop mathematical argumentation in future mathematics teachers. [36] discuss how interactive feedback works for a function question and from this they perform an analysis of mathematical work done by a student with which they hypothesize reasons for the results obtained quantitatively.…”