Siri Ovedal-Hakestad has followed the PhD Programme at the Faculty of Engineering and Science, with Specialization in Mathematical Sciences, Scientific Field Mathematics Education.
- Trial lecture starts at 10 :30
- Public defence starts at 12:30
Title of trial lecture: "Using digital tools to promote students’ learning of quadratic functions".
Read the thesis in the Norwegian Research Information Repository
Disputation chair: Ingvald Erfjord, Department for Mathematical Sciences
Assessment committee:
- First opponent: Professor Dr. Hans-Georg Weigand, Julius-Maximilians-Universität Würzburg (JMU), Germany
- Second opponent: Associate Professor Maria Fahlgren, Karlstad University, Sweden
- Chair of Assessment Committee: Associate Professor Hans Kristian Nilsen, University of Agder
Supervisors in the doctoral work:
- Main supervisor: Associate Professor Niclas Larson, University of Agder
- Co-supervisors: Professor Thomas Gjesteland and Professor Jeppe Skott, University of Agder
Summary of thesis
This thesis presents findings from a qualitative research study which explores whether and how learner-generated example tasks (LGE tasks) in a computer-aided assessment (CAA) system can support engagement and exploration in mathematics education. The increasing digitalisation of mathematics education and the challenge of maintaining active participation and exploratory work in digital learning environments form the background of this thesis. The rapid growth of digital assessment situations in mathematics, where many tasks appear superficial and reduced to a “click-and-move-on”-format, creates a need for a greater attention to how digital mathematics tasks can support reflection and exploratory thinking.
In this thesis, the focus is directed towards pre-service teachers (PSTs) and in-service teachers (ISTs), and how they engage with, approach, and reflect on LGE tasks in a CAA system. LGE tasks require participants to construct their own examples of mathematical objects that meet specific criteria. This task type has the potential to foster creativity, generalisation, and conceptual understanding. Because LGE tasks allow for multiple, often infinitely many, correct solutions, they are well suited for implementation in CAA systems such as STACK, which is used in this research study.
The analysis of participants’ engagement is structured around three key concepts: working styles, example spaces, and experiences. The data collection consists of individual semi-structured interviews, digital task responses from STACK, and classroom observations. The thesis takes an exploratory approach, aiming to generate insights into how PSTs and ISTs engage with and explore mathematics tasks in a CAA system.
This thesis argues that LGE tasks in a CAA system can effectively support engagement and conceptual exploration among both PSTs and ISTs. At the same time, the results indicate that such engagement depends on thoughtful task design and sufficient preparation, particularly during participants’ first encounter with the task type. Without this support, technical barriers may hinder participants from fully benefiting from the exploratory potential of LGE tasks.
What to do as an online audience member
The public defence is open to the public. To follow the trial lecture and the public defense online, register on Zoom.
We ask online audience members to join no earlier than 10 minutes in advance. After these times, you can leave and rejoin the meeting at any time.
Opponent ex auditorio:
The deadline for the public to pose questions is during the break between the two opponents. Questions ex auditorio can be submitted to Disputation Chair Ingvald Erfjord.
Contact person
- victoria.belous@uia.no
- Phone
- +47 38 14 23 46