Colin Foster

Loughborough University

• c.foster@lboro.ac.uk
• www.foster77.co.uk
• colinfoster77
• 0000-0003-1648-7485

I am a Reader in Mathematics Education in the Mathematics Education Centre at Loughborough University, UK. I am very interested in how CAA can be used formatively to enhance students’ experiences and improve their learning of mathematics, and particularly in how this can do more than facilitate routine practice of standard procedures.

Questions

Colin is a contributor to these questions:

• Q8: How useful for students’ long-term learning is feedback that gives a series of follow-up questions, from a decision tree, versus a single terminal piece of feedback?
• Q9: What are the relative benefits of e-assessment giving feedback on a student’s set of responses (e.g. “two of these answers are wrong – find which ones and correct them”), rather than individual responses separately?
• Q10: Under what circumstances is diagnosing errors worth the extra effort, as compared with generally addressing errors known to be typical?
• Q11: What are the relative merits of addressing student errors up-front in the teaching compared with using e-assessment to detect and give feedback on errors after they are made?
• Q53: How can e-assessments be designed to expand and enrich students' example spaces?