This session explores how assessment of students’ mathematical problem solving can be used to generate evidence about their thinking. Rather than focusing only on scores, the talk examines how structural analysis informed by a relevant theory of mathematical cognition can produce formative insights. An example task will be shown to demonstrate how structural analysis (leveraging digital delivery environments and LLMs) can be used to unravel the reasoning, strategies, and misconceptions in student responses. Participants will see how different responses can reveal the range of students' understanding and misconceptions.

Bio:

Robin is a learning scientist who creates science and theory-based Digital Learning Environments (DLEs) for teachers and children. Then, he studies the effects of such DLEs on academic achievement, attitudes, and acceptance. He uses experimental designs to generate evidence and make recommendations for policy, implementation, and curricular integration of educational technologies. Specifically, his research has focused on the meaningful design and evaluation of digital games for building geometrical understanding of adolescents. He applies theories of mathematical cognition, educational game design, and emotional design principles to create math games.