Developing design principles and task types for classroom response system tasks in mathematics

Abstract

This article reports on results from a design research project that implements a formative assessment practice with support from a classroom response system (CRS). Cumulatively building on earlier research and drawing on iteratively generated data from secondary schools in Sweden, the article elaborates on design principles and task types for constructing CRS tasks aimed at generating mathematical classroom discussions. The study generated three design principles, six task types and 31 empirically evaluated tasks useful for developing and using CRS tasks in classroom practices. The results are discussed in relation to earlier research, methodological considerations and the cultural context of Sweden.

Productive Mathematical Whole-Class Discussions: a Mixed-Method Approach Exploring the Potential of Multiple-Choice Tasks Supported by a Classroom Response System

“…The design of tasks plays a crucial role in mathematics instruction, and can either support or hinder student learning (Tekkumru-Kisa et al, 2020). In order to generate productive discussions, tasks need to be based on specific types of rich and challenging tasks, such as problem-solving tasks (Stein et al, 2008;Tekkumru-Kisa et al, 2020;Xu & Mesiti, 2022) or specific MC tasks supported by CRS (e.g., Cline et al, 2018;Gustafsson & Ryve, 2022). Concerning MC tasks to be used with CRS, aimed at generating productive mathematics classroom discussions, several additional characteristics have been identified, for instance producing distributed answers (Cline et al, 2022); focusing on analysis and reasoning 1 3…”

“…Another promising activity for achieving these productive discussions entails using a digital classroom response system 1 (CRS) and implementing challenging but less complex and less time-consuming tasks in a multiple-choice (MC) format (Cline & Huckaby, 2021;Gustafsson & Ryve, 2022). CRS can present tasks, activate students, and collect anonymous responses from every student and automatically display them in a bar chart on a shared screen (e.g., Latulippe, 2016).…”

“…CRS can present tasks, activate students, and collect anonymous responses from every student and automatically display them in a bar chart on a shared screen (e.g., Latulippe, 2016). This chart can serve as a foundation for whole-class discussions (Cline et al, 2022;Gustafsson & Ryve, 2022). To achieve productive discussions with support from CRS, constructing MC tasks and leading whole-class discussions have been identified as both major challenges and key practices for teachers (King & Robinson, 2009b;Lee et al, 2012;Nielsen et al, 2013).…”

Task design for online learning: the case of middle school mathematics and science teachers

“…Researchers were interested in task design in technological environments. For example, Gustafsson (2016) developed design principles and task types for tasks that follow a multiple-choice format in the context of classroom response systems. Albay and Eisma (2021) argued that using design thinking processes can support teachers in maintaining a classroom that is creative, interactive, and engaging.…”

Pengembangan Lembar Kerja Siswa Model ELPSA pada Materi Matriks

“…Inovasi pembelajaran ini bisa mencakup materi, rencana pembelajaran, media dan sumber belajar, teknologi atau perangkat lunak, dan tugas untuk alat evaluasi (Hoogland et al, 2018). Inovasi pembelajaran esensial dilakukan guru untuk menyediakan konten yang memadai, memungkinkan teknik pembelajaran yang efektif, menggunakan sumber belajar dan media yang bervariasi, menguasai pengetahuan teknologi, dan mendesain tugas-tugas dalam mengukur capaian siswa (Gustafsson & Ryve, 2021;Zahner et al, 2021).…”