电子评估系统numbas的优势与制约:以数学教师教育为例

Said Hadjerrouit, Celestine Ifeanyi Nnagbo
{"title":"电子评估系统numbas的优势与制约:以数学教师教育为例","authors":"Said Hadjerrouit, Celestine Ifeanyi Nnagbo","doi":"10.33965/celda2022_202207l026","DOIUrl":null,"url":null,"abstract":"E-assessment systems such as Numbas are now widespread in mathematics education at the primary, secondary, and tertiary level. However, little is known about the affordances and constraints of Numbas in mathematics teacher education. The purpose of this study is to investigate the emergence, perception, and actualisation of Numbas affordances and constraints, and their effect on teaching and learning mathematics. The study draws on Gibson’s affordance theory and associated research in the field of digital technology. It follows a qualitative research design to generate data using semi-structured interviews of six students and two teachers. Data from the interviews were analysed thematically to highlight the affordances and constraints of Numbas and their effect on mathematical learning and teaching. Future work will continue exploring Numbas affordances and constraints for learning and teaching mathematics in similar educational settings to ensure more validity and reliability of the results.","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"AFFORDANCES AND CONSTRAINTS OF THE E-ASSESSMENT SYSTEM NUMBAS: A CASE STUDY IN MATHEMATICS TEACHER EDUCATION\",\"authors\":\"Said Hadjerrouit, Celestine Ifeanyi Nnagbo\",\"doi\":\"10.33965/celda2022_202207l026\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"E-assessment systems such as Numbas are now widespread in mathematics education at the primary, secondary, and tertiary level. However, little is known about the affordances and constraints of Numbas in mathematics teacher education. The purpose of this study is to investigate the emergence, perception, and actualisation of Numbas affordances and constraints, and their effect on teaching and learning mathematics. The study draws on Gibson’s affordance theory and associated research in the field of digital technology. It follows a qualitative research design to generate data using semi-structured interviews of six students and two teachers. Data from the interviews were analysed thematically to highlight the affordances and constraints of Numbas and their effect on mathematical learning and teaching. Future work will continue exploring Numbas affordances and constraints for learning and teaching mathematics in similar educational settings to ensure more validity and reliability of the results.\",\"PeriodicalId\":200458,\"journal\":{\"name\":\"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)\",\"volume\":\"13 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-11-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.33965/celda2022_202207l026\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.33965/celda2022_202207l026","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

像Numbas这样的电子评估系统现在在小学、中学和大学的数学教育中广泛应用。然而,Numbas在数学教师教育中的作用和制约因素却鲜为人知。本研究的目的是探讨Numbas的能力和约束的产生、感知和实现,以及它们对数学教学和学习的影响。该研究借鉴了吉布森的供给理论和数字技术领域的相关研究。它遵循定性研究设计,使用对六名学生和两名教师的半结构化访谈来生成数据。对访谈数据进行了专题分析,以突出Numbas的优点和局限性及其对数学学习和教学的影响。未来的工作将继续探索Numbas在类似教育环境中学习和教授数学的能力和限制,以确保结果的有效性和可靠性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
AFFORDANCES AND CONSTRAINTS OF THE E-ASSESSMENT SYSTEM NUMBAS: A CASE STUDY IN MATHEMATICS TEACHER EDUCATION
E-assessment systems such as Numbas are now widespread in mathematics education at the primary, secondary, and tertiary level. However, little is known about the affordances and constraints of Numbas in mathematics teacher education. The purpose of this study is to investigate the emergence, perception, and actualisation of Numbas affordances and constraints, and their effect on teaching and learning mathematics. The study draws on Gibson’s affordance theory and associated research in the field of digital technology. It follows a qualitative research design to generate data using semi-structured interviews of six students and two teachers. Data from the interviews were analysed thematically to highlight the affordances and constraints of Numbas and their effect on mathematical learning and teaching. Future work will continue exploring Numbas affordances and constraints for learning and teaching mathematics in similar educational settings to ensure more validity and reliability of the results.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信