Online Automated Assessment and Student Learning: The PEPITE Project in Elementary Algebra
| Autor: | Julia Pilet, Françoise Chenevotot-Quentin, Dominique Prévit, Brigitte Grugeon-Allys |
|---|---|
| Přispěvatelé: | Laboratoire de Didactique André Revuz (LDAR (EA_4434)), Université d'Artois (UA)-Université Paris Diderot - Paris 7 (UPD7)-Université de Cergy Pontoise (UCP), Université Paris-Seine-Université Paris-Seine-Université de Rouen Normandie (UNIROUEN), Normandie Université (NU)-Normandie Université (NU)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12), Laboratoire d'Informatique de l'Université du Maine (LIUM), Le Mans Université (UM)-Centre National de la Recherche Scientifique (CNRS), CHENEVOTOT, Françoise |
| Rok vydání: | 2018 |
| Předmět: |
Group (mathematics)
Computer science 4. Education 05 social sciences Differentiated instruction 050301 education Algebraic domain 02 engineering and technology [INFO] Computer Science [cs] Test (assessment) Elementary algebra Identification (information) [INFO.EIAH] Computer Science [cs]/Technology for Human Learning ComputingMilieux_COMPUTERSANDEDUCATION 0202 electrical engineering electronic engineering information engineering Mathematics education Selection (linguistics) [INFO]Computer Science [cs] [INFO.EIAH]Computer Science [cs]/Technology for Human Learning 020201 artificial intelligence & image processing Student learning 0503 education ComputingMilieux_MISCELLANEOUS |
| Zdroj: | Uses of Technology in Primary and Secondary Mathematics Education ISBN: 9783319765747 Proceedings of the 13th International Congress on Mathematical Education Proceedings of the 13th International Congress on Mathematical Education, 2018 |
| DOI: | 10.1007/978-3-319-76575-4_13 |
| Popis: | The automated digital diagnostic assessment presented in this paper concerns the elementary algebra for students of secondary education (12–16 years) in France. The paper addresses the design of tasks for the test “Pepite”, to favour students’ algebraic thinking. The selection of the tasks and the analysis of students’ responses are based on an epistemological reference of the algebraic domain. The information provided by “Pepite” enables identification of students’ consistent reasoning and calculation and assists teachers’ planning for differentiated instruction for groups of students. The paper reports some results on the integration of the tools in the usual teaching practices and on students’ learning, based on trialling with a group of teachers. |
| Databáze: | OpenAIRE |
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