Panorama sobre los sistemas de evaluación automática en línea en matemáticas
DOI:
10.37618/PARADIGMA.1011-2251.0.p53-80.id853Palabras clave:
Integración de la tecnología, evaluación en línea, educación matemática, feedback automáticoResumen
En este artículo se hace una revisión bibliográfica de los sistemas de evaluación en línea en matemáticas. Los articulo fueron clasificados en tres focos: los estudiantes, en el cual se reportan impactos sobre el aprendizaje y sobre variables socio-afectivas y en cómo interactúan los estudiantes con estos sistemas; los profesores, en el cual se reporta cómo estos sistemas se transforma en una herramienta pedagógica y didáctica y los costos asociados de este proceso y finalmente un foco en la tecnología, donde se muestra como las características tecnológicas específicas pueden jugar un rol clave en la interacción entre los estudiantes, los profesores y los sistemas de evaluación en línea.Descargas
Citas
Abboud-Blanchard, M. (2014). Teachers and Technologies : Shared Constraints, Common Responses. In A. Clark-Wilson, O. Robutti y N. Sinclair (Eds.), The Mathematics Teacher in the Digital Era (pp. 297–317). Dordrecht: Springer Netherlands. https://doi.org/https://doi.org/10.1007/978-94-007-4638-1_13
Abboud-Blanchard, M., Cazes, C. y Vandebrouck, F. (2007). Teachers’ activity in exercises-based lessons some case studies. In D. Pitta-Pantazi y C. Philippou (Eds.), Proceedings of the 5th congress of the European society for research in mathematics education (pp. 1827–1836). Larnaca: Department of Education - University of Cyprus.
Abboud-Blanchard, M., Cazes, C. y Vandebrouck, F. (2008). Une base d’exercices en ligne dans la classe : l’analyse de l’activité des enseignants. In F. Vandebrouck (Ed.), La classe de mathématiques : activités des élèves et pratiques des enseignants (pp. 319–344). Toulouse: Octarès.
Alvaro, F. (2015). Mathematical Expression Recognition based on Probabilistic Grammars. Universitat Politècnica de València.
Artigue, M. (2002). Learning mathematics in a CAS environment: The genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematical Learning, 7(3), 245–274. https://doi.org/https://doi.org/10.1023/A:1022103903080
Ashton, H. S., Beevers, C. E., Korabinski, A. A. y Youngson, M. A. (2006). Incorporating partial credit in computer-aided assessment of Mathematics in secondary education. British Journal of Educational Technology, 37(1), 93–119.
Attali, Y. (2015). Effects of multiple-try feedback and question type during mathematics problem solving on performance in similar problems. Computers and Education, 86, 260–267. https://doi.org/10.1016/j.compedu.2015.08.011
Attali, Y. y van der Kleij, F. (2017). Effects of feedback elaboration and feedback timing during computer-based practice in mathematics problem solving. Computers and Education, 110, 154–169. https://doi.org/10.1016/j.compedu.2017.03.012
Awal, A.-M. (2011). Reconnaissance de structures bidimensionnelles : Application aux expressions mathématiques manuscrites en ligne. École polytechnique de l’Université de Nantes.
Beevers, C. E., Wild, D., McGuine, G., Fiddes, D. y Youngson, M. (1999). Issues of partial credit in mathematical assessment by computer. Research in Learning Technology, 7(1), 26–32.
Berg, C. y Boote, S. (2015). Format Effects of Empirically Derived Multiple-Choice Versus Free-Response Instruments When Assessing Graphing Abilities. International Journal of Science and Mathematics Education, 15(1), 19–38. https://doi.org/https://doi.org/10.1007/s10763-015-9678-6
Berg, C. y Smith, P. (1994). Assessing students’ abilities to construct and interpret line graphs: Disparities between multiple-choice and free-response instruments. Science Education, 78(6), 527–554. https://doi.org/10.1002/sce.3730780602
Brousseau, G. (1998). Théorie des situations didactiques: Didactique des mathématiques 1970-1990. La Pensée Sauvage Éditions.
Bueno-Ravel, L. y Gueudet, G. (2009). Online resources in mathematics, teachers’ geneses and didactical techniques. International Journal of Computers for Mathematical Learning, 14(1), 1–20.
Cazes, C. (2008). Activités d’étudiants en mathématiques dans l’enseignement supérieur. In F. Vandebrouck (Ed.), La classe de mathématiques : activités des élèves et pratiques des enseignants. Toulouse: Octarès.
Cazes, C., Gueudet, G., Hersant, M. y Vandebrouck, F. (2006). Using E-Exercise Bases in mathematics: case studies at university. International Journal of Computers for Mathematical Learning, 11(3), 327–350.
Chenevotot-Quentin, F., Grugeon-Allys, B., Pilet, J., Delozanne, E. y Prévit, D. (2015). The diagnostic assessment Pépite and the question of its transfer at different school levels. In Proceedings of the 9th Congress of the European Society for Research in Mathematics Education (pp. 2326–2332).
Duval, R. (1999). Semiosis y Pensamiento Humano. Universidad del Valle.
Engelbrecht, J. C. y Harding, A. (2014). Combing online and paper assessment in a web- based course in undergraduate mathematics. Journal of Computers in Mathematics and Science Teaching, 23, 217–232.
Escudero, N. (2012). Feedback , confiança matemàtica i aprenentatge matemàtic en un entorn d’aprenentatge en línia. Universitat Autònoma de Barcelona.
Flynn, P. (2003). Adapting “Problems to Prove” for CAS-Permitted Examinations. International Journal of Computer Algebra in Mathematics Education, 10(2), 103–122.
Gaona, J. y Hardy, C. (2014). La evaluación dinámica como motor de aprendizaje incorporando Wiris en Moodle. Un ejemplo de nivelación en matemáticas. In M. Asenjo, O. Macía y J. Toscano (Eds.), Congreso Iberoamericano de ciencia, innovación y educación (pp. 1–15). Buenos Aires: OEI.
Gaona, J., Reguant, M., Valdivia, I., Vásquez, M. y Sancho-Vinuesa, T. (2018). Feedback by automatic assessment systems used in mathematics homework in the engineering field. Computer Applications in Engineering Education, 26(4), 994–1007. https://doi.org/10.1002/cae.21950
Grugeon-Allys, B. (1997). Conception et exploitation d’une structure d’analyse multidimensionnelle en algèbre élémentaire. Recherches En Didactique Des Mathématiques, 17(2), 167–210. Retrieved from http://cat.inist.fr/?aModele=afficheNycpsidt=2449270
Grugeon-Allys, B. (2017). Modéliser le profil diagnostique des élèves dans un domaine mathématique et l’exploiter pour gérer l’hétérogénéité des apprentissages en classe : une approche didactique multidimensionnelle. Journal International de Recherche En Éducation et Formation, 2(2), 63–88.
Gueudet, G. (2006). Scénarios d’usage de bases d’exercices de mathématiques en ligne. In Documents Et Travaux De Recherche En Éducation: Actes du colloque Scénariser l’enseignement et l’apprentissage: une nouvelle compétence pour le praticien (pp. 39–44).
Katz, I. R., Bennett, R. E. y Berger, A. E. (2000). Effects of response format on difficulty of SAT-mathematics items: It’s not the strategy. Journal of Educational Measurement, 37(1), 39–57. https://doi.org/10.1111/j.1745-3984.2000.tb01075.x
Koedinger, K. R., McLaughlin, E. A. y Heffernan, N. T. (2010). A Quasi-Experimental Evaluation of An On-Line Formative Assessment and Tutoring System. Journal Educational Computing Resarch, 43(4), 489–510.
Leduc, N., Tessier-Baillargeon, M., Richard, P. y Gagnon, M. (2016). Étude prospective d’un système tutoriel à l’aide du modèle des espaces de travail mathématique. In I. Gómez-Chacón, A. Kuzniak, N. Kostas, P. Richard y L. Vivier (Eds.), Actas Quinto Simposio Internacional ETM (pp. 281–295). Florina: Faculty of Education - University of Western Macedonia.
Martinez, M. E. (2010). Cognition and the question of test item format. Educational Psychologist, 34, 207–218. https://doi.org/10.1207/s15326985ep3404
Nagari-Haddif, G. y Yerushalmy, M. (2015). Digital Interactive Assessment in Mathematics: The Case of Construction E-tasks. In K. Krainer y N. Vondrová (Eds.), Proceedings of the 9th Congress of the European Society for Research in Mathematics Education (pp. 2501–2508). Prague: Faculty of Education Charles University and ERME.
Naismith, L. y Sangwin, C. (2004). Computer algebra based assessment of mathematics online. In 8th Annual CAA Conference (pp. 235–242).
Nicol, D. (2007). E‐assessment by design: using multiple‐choice tests to good effect. Journal of Further and Higher Education, 31(1), 53–64. https://doi.org/10.1080/03098770601167922
Pacheco-Venegas, N. D., López, G. y Andrade-Aréchiga, M. (2015). Conceptualization, development and implementation of a web-based system for automatic evaluation of mathematical expressions. Computers y Education, 88, 15–28.
Paiva, R. C., Ferreira, M. S., Mendes, A. G. y Eusébio, A. M. J. (2015). Interactive and multimedia contents associated with a system for computer-aided assessment. Journal of Educational Computing Research, 52(2), 224–256.
Pilet, J. (2013). Parcours d’enseignement différencié appuyés sur un diagnostic en algèbre élémentaire à la fin de la scolarité obligatoire : modélisation, implémentation dans une plateforme en ligne et évaluation. Paris Diderot.
Raines, J. (2016). Student perceptions on using MyMathLab to complete homework online. Journal of Student Success and Retention, 3(1), 1–31.
Richard, P., Gagnon, M., Maria Fortuny, J., Leduc, N. y Tessier-Baillargeon, M. (2013). Means of Choice for Interactive Management of Dynamic Geometry Problems Based on Instrumented Behaviour. American Journal of Computational Mathematics, 03(03), 41–51. https://doi.org/10.4236/ajcm.2013.33B008
Roschelle, J., Feng, M., Murphy, R. F. y Mason, C. A. (2016). Online Mathematics Homework Increases Student Achievement. AERA Open, 2(4), 1–12.
Sancho-Vinuesa, T. y Escudero, N. (2012). ¿Por qué una propuesta de evaluación formativa con feedback automático en una asignatura de matemáticas en línea? Revista de Universidad y Sociedad Del Conocimiento, 9(2), 59–79.
Sancho-Vinuesa, T., Molas-Castells, N. y Fuertes-Alpiste, R. M. M. (2018). Exploring the effectiveness of continuous activity with automatic feedback in online calculus. Computer Applications in Engineering Education, 26(1), 62–74. https://doi.org/10.1002/cae.21861
Sangwin, C., Cazes, C., Lee, A. y Wong, K. (2010). Micro-level automatic assessment supported by digital technologies. In C. Hoyles y J.-B. Lagrange (Eds.), Mathematics education and technology-rethinking the terrain. New ICMI Study Series (pp. 227–250). Boston MA: Springer US.
Sangwin, C. y Jones, I. (2017). Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes. Educational Studies in Mathematics, 94(2), 205–222. https://doi.org/10.1007/s10649-016-9725-4
Stacey, K. y Wiliam, D. (2013). Technology and assessment in mathematics. In M. A. K. Clements, A. Bishop, C. Keitel, J. Kilpatrick y F. Leung (Eds.), Third international handbook of mathematics education (pp. 721–751). New York: Springer.
Timmis, S., Broadfoot, P., Sutherland, R. y Oldfield, A. (2016). Rethinking assessment in a digital age: opportunities, challenges and risks. British Educational Research Journal, 42(3), 454–476. https://doi.org/10.1002/berj.3215
Vandebrouck, F. (2008). Résultats sur l’activité des élèves en classe de seconde. In F. Vandebrouck (Ed.), La classe de mathématiques : activités des élèves et pratiques des enseignants (pp. 197–225). Toulouse: Octarès.
Vandebrouck, F. y Cazes, C. (2005). Analyse de fichiers de traces d’étudiants: aspects didactiques. Revue Des Sciences et Technologies de l’Information et de La Communication Pour l’Education et La Formation (STICEF).
Yerushalmy, M., Nagari-Haddif, G. y Olsher, S. (2017). Design of tasks for online assessment that supports understanding of students’ conceptions. ZDM - Mathematics Education, 49(5), 701–716.
Descargas
Publicado
Métricas
Visualizações do artigo: 333 PDF downloads: 232
English
Español (España)
Français (France)
Português (Brasil)
