On Some Methods of Digital Assessment for Mathematical Courses

While the practice in higher education has begun to reflect a much greater emphasis on active and, more generally, experiential approaches to learning, mathematics instruction, when set against these broader trends, still has some distance to travel. Information and communication technologies (ICTs), and computer algebra systems (CAS) in particular, open up new possibilities for the teaching of mathematics, providing dynamic and interactive approaches to the representation of ideas that enable students to explore concepts that, when presented in other guises, are well beyond their capability. The implementation of hybrid learning models, mixing traditional and digital pedagogies, raises major challenges: from choosing the right software to requiring complete teacher training. The COVID-19 pandemic strongly accelerated online education by providing for large-scale usage in learning management systems (LMS) such as MOODLE and CooSpace. These platforms, however, have been instrumental in keeping educational continuity; effective assessment strategies within the online environment still lag. The potential of integrating ICTs and CAS into mathematics education in enhancing student learning outcomes exists but requires surmounting technical, pedagogical, and logistical challenges. The paper explores some of the methods relevant to such questions as the roles of ICTs in experiential learning, the efficacy of hybrid models of teaching, and the establishment of frameworks for assessment online. Grounded in the critical review of current practice and exploration of innovative strategies, this research intends to have added to the discourse on how best mathematics education can be optimized within the digital age so that all students benefit from a comprehensive, engaging, and effective learning experience.