Faculty of Education - Research Publications

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Author: Stacey, Kaye × Author: Steinle, Vicki × End date: 2022 × Start date: 2021 ×

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    Beyond Accuracy: A Process for Analysis of Constructed Responses in Large
    Steinle, V ; Stacey, K ; Price, B (The Korean Society of Educational Studies in Mathematics, 2022-08-31)
    This article reports a detailed analysis of errors made by early algebra students who are learning equation solving. Whilst we aim to deepen the knowledge base that can be used by teachers and curriculum writers to plan instruction, the main goal of this article is to demonstrate a 5-step process that we have developed to analyse, summarize, visualize and grasp meaning from large numbers of short constructed responses to mathematics questions. This data-driven process is illustrated using responses from 3,010 students to an online test, which is intended to be highly diagnostic and used for formative purposes. The test consisted of 14 very carefully selected linear equations to solve. Students entered only the numerical answers. Although nearly all the errors identified have been previously reported in the literature, the study provides insights into their prevalence in this target population and demonstrates how they correspond to other characteristics of the students’ algebra, including the strategies that they use to solve these linear equations. It also provides a practical example of using short constructed responses as a window into students’ thinking.
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    SMARTA—online-diagnostic to reveal students’ algebraic thinking and enhance teachers’ diagnostic competencies
    Klingbeil, K ; Rösken, F ; Thurm, D ; Barzel, B ; Schacht, F ; Kortenkamp, U ; Stacey, K ; Steinle, V ; Jankvist, UT ; Elicer, R ; Clark-Wilson, A ; Weigand, H-G ; Thomsen, M (Danish School of Education, Aarhus Unviersity, 2022)
    Individual, diagnosis-guided support for learners is one of the most important factors in understanding mathematics and learning efficiently. Especially in the field of algebra many students often still lack basic competencies to handle variables, algebraic expressions and equations in a proper way. Digitally supported diagnostic systems offer the possibility to perform a deep understanding-oriented diagnosis with little time. This is the aim of the Australian SMART-system (Specific Mathematics Assessments that Reveal Thinking (Stacey et al., 2018)), which is currently being adapted for use in German-speaking countries. SMARTA is a twofold project to investigate the effects on students’ understanding of algebra and on teachers’ insight into formative assessment in the field of algebra.