Evaluating automated processes for revealing students’ mathematical thinking

Abstract

Understanding student thinking is key to planning effective teaching. Research over three decades has established good knowledge of stages of development and common misunderstandings in many school topics. However, in order for teachers to make formative assessment a normal part of their practice, mapping of student understanding needs to be available for a greater proportion of the school curriculum. Online testing of students is beginning to create substantial databases which could provide relevant information. The aim of this symposium is to present and discuss methods which move towards automation of data analysis.