During the pandemic crisis in 2020/21 schools and teachers have understandably turned towards quick and easy solutions for managing the unpredicted challenge of distance learning. In earlier times of digitising classroom teaching, this practice has been described as migratory, for example uploading scans of traditional paper material to learning platforms for download. However, it is the transformative approach that is needed for a genuine digital transformation of educational practices as this means exploring the full potential of the digital media and tools for a meaningful and effective teaching and learning. ** In the area of mathematics, among the affordances of digital media that evidently lead to a meaningful and effective teaching and learning are multimodality, dynamisation and interactivity. Another specific digital potential is the use of automated adaptive feedback to relieve teachers from checking the very same exercise solutions repeatedly and addressing the same misunderstandings again and again, thus allowing more time where help is really needed. In fact, with GeoGebra and STACK there are well-known authoring tools for creating digital learning material, each with specific features for creating multimodal dynamic and interactive applets resp. randomized task with adaptive feedback. What is missing is a tool that combines the strengths of both for an authoring tool that is accessible enough for inservice teachers and makes use of the full potential of digital media in mathematics teaching and learning.

Research team