RUME 25
2023
Omaha, Nebraska
Students mathematical working styles and perception of immediate feedback in a digital assessment system
Page: 18
The use of digital formative assessment in higher education mathematics is increasing throughout the world. Digital tools come with features such as endless ways of creating tasks and assessing in different ways. However, there is a need of research that focuses on what students do when working with digital tasks and how immediate feedback influence their learning process. This study examines students working styles and immediate feedback in STACK (The System for Teaching and Assessment using a Computer Algebra Kernel). The study reports on interviews with five first-year pre-service teachers who had completed a STACK-test for the first time, in order to get information regarding their working styles and perception of immediate feedback. The results indicate that students have issues regarding mathematical representations in a digital environment and a preference for line-by-line solutions in the feedback.