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Title:
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EXPLORING NUMBAS FORMATIVE FEEDBACK
FOR TEACHING AND LEARNING MATHEMATICS:
AN AFFORDANCE THEORY PERSPECTIVE |
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Author(s):
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Said Hadjerrouit and Celestine Ifeanyi Nnagbo |
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ISBN:
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978-989-8704-33-7 |
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Editors:
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Demetrios G. Sampson, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2021 |
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Edition:
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Single |
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Type:
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Full |
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First Page:
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261 |
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Last Page:
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268 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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The purpose of this article is to explore students' and teachers' perceptions of affordances, and their actualization while
interacting with the e-assessment system Numbas and its effect in terms of formative feedback delivery. The article uses
affordance theory and a qualitative research design approach to analyze data using semi-structured interviews. Eight
interviews were conducted with six students and two teachers. The results reveal the actualization of several affordances
such as ease of use and navigation, variation in mathematical contents, congruence to textbook mathematics, support for
pen and paper skills, learner autonomy and motivation to engage in mathematical problem-solving. Conclusions and future
work based on comparative studies are drawn from the results to promote Numbas formative feedback for teaching and
learning mathematics. |
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