Digital Technology and Artificial Intelligence in Mathematics Education Assessment

Foreword
Mary Richardson

1. Setting the scene on the use of technologies and artificial intelligence in feedback and assessment in mathematics education
Eirini Geraniou, Cosette Crisan and Manolis Mavrikis

2. The transfer of assessment from pen and paper to e-assessment: two case studies from one theoretical perspective
Paola Iannone, Alice Lemmo and George Kinnear

3. Digital technology and assessment validity: Exploring utilisation schemes for a basic spreadsheet tool used in PISA 2022
Mattias Winnberg, Samuel Sollerman and Hendrik Van Steenbrugge

4. High-stakes mathematics assessment in Finland
Thomas Vikberg

5. Teachers insights from digital formative assessment compared to traditional pencil and paper assessments in elementary school geometry
Hassan Ayoob and Shai Olsher

6. Adaptive Feedback and (digital) Assessment of Conceptual Knowledge
Guido Pinkernell and Hans-Georg Weigand

7. Advancing Automated Assessment for Open-Ended Questions in Mathematics
Sami Baral, Li Cheng, Anthony F. Botelho and Neil T. Heffernan

8. A reconceptualisation of the instrumental genesis process in the context of human-LLM interactions: exploring students' perspective on their use of GPT-4o as a tool to support self-assessment
Annalisa Cusi and Francesco Contel

9. The power of well-designed multiple-choice items to enhance mathematics teaching and learning
Bärbel Barzel, Ramona Hagenkötter, Katrin Klingbeil, Fabian Rösken, Anica Stemmer and Paul Tyrichter

10. Example-generation tasks for computer-aided assessment
Maria Fahlgren and Mats Brunström

11. Students’ interaction with and appreciation of automated informative tutoring feedback
Gerben van der Hoek, Bastiaan Heeren†, Rogier Bos, Paul Drijvers and Johan Jeuring

12. Using computer algebra to support automatic assessment of mathematics
Chris J. Sangwin and Michael O. Oyengo

13. Study Approaches in Interactive Learning Environments for Formative Assessment: detecting patterns aligned with Entwistle’s theory
Maria Margeti and Manolis Mavrikis

14. Introducing atomic, re-usable feedback for the semi-automated assessment of mathematics tasks
Filip Moons

15. Developing mathematical competencies to assess ChatGPT-generated outputs: Three forms of mediations
Marianne Thomsen, Morten Misfeldt and Uffe Thomas Jankvist

Biography

Eirini Geraniou is Professor of Mathematics Education at University College London, UK. She has extensive expertise on task design, course design, and design-based research and the integration of digital technologies in mathematics education. Eirini has been an active member of the European Society for Research in Mathematics Education (ERME) since 2009 and became an elected member of the ERME board in 2021.

Cosette Crisan is Professor at University College London, UK. She is a leading expert at the intersection of mathematics education and digital technology. Cosette has taught mathematics at university and school levels, as well as educated future mathematics teachers. She is a member of the prestigious London Mathematical Society Education Committee, which is involved in a wide range of activities, including supporting mathematics education in schools, colleges, and universities.

Manolis Mavrikis is Professor of Artificial Intelligence and Analytics in Education at the UCL Knowledge Lab – an interdisciplinary research centre at UCL Institute of Education. A former Turing fellow at UK’s Alan Turing Institute (ATI) and director of the master's degree in education and technology, where he continues to teach and supervise students in artificial intelligence in education, Manolis has led large national and international projects in educational technology.