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Jun.-Prof. Dr. Daniel Thurm - Research

Research areas

My research focuses on digital formative assessment and teacher professional development in the context of teaching mathematics with technology. 

Current projects

  • BASE
    Project partners: Bärbel Barzel (University of Duisburg-Essen), Stephan Hußmann, Annika Neitemeier (University of Dortmund),
    The BASE project focuses on the design of a digital formative self-assessment tool to foster students’ basic arithmetic competencies. The BASE-Tool incorporates dynamic multiple representations and adaptive feedback and puts a special focus on scaffolding students’ self-assessment competencies in order support learners to take responsibility for their own learning. The research project follows a design-research paradigm and aims at the development of a digital learning environment as well as the advancement of subject-specific theories about digital enhanced self-assessment. 
  • SMART (Specific mathematics assessments that reveals thinking)
    Project partners: Bärbel Barzel, Florian Schacht (University of Duisburg-Essen), Ulrich Kortenkamp (University of Potsdam), Kaye Stacey, Linda Ball (University of Melbourne)
    The SMART-Test (Stacey et al. 2009) is an intelligent online environment which provides teachers with an automated diagnosis of their students’ stages of development, individual students’ errors, and misconceptions. The project investigates the effects of using the SMART test with respect to students’ learning as well as teacher’s formative assessment competencies and teacher’s formative assessment practices.
  • ISAA (Interplay between self-assessment and automatic digital assessment)
    Project partner: Shai Olsher (University of Haifa)
    It is well established that digital formative assessment can support student learning, for example by means of digital automatic assessment of students' work in rich digital environments. However, at the same time self-assessment is regarded as important in order so support students’ meta-cognitive skills and to put learners in a key position where they develop responsibility and ownership of their learning. Yet, little is known about combining automatic- and self-assessment. The project is a design-based research project that aims at scrutinizing how self-assessment and digital automatic-assessment can be combined to support student learning in the context of formative assessment. Research questions center on identifying learning pathways and obstacles as well as design principles for a combination of automatic-assessment and self-assessment. 
  • Math@Distance
    Project partners: Paul Drijvers,Michiel Doorman, Heleen van der Ree (University of Utrecht), Ellen Vandervieren, Filip Moons (University of Antwerp); Bärbel Barzel, Marcel Klinger (University of Duisburg-Essen)
    The COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative educational practices, in many cases at a distance through digital technology because schools were closed. To investigate what a distance practices in secondary mathematics education have emerged and how teachers experienced them, we use online questionnaires in Flanders—the Dutch-speaking part of Belgium—, Germany, and the Netherlands. The survey focuses on teaching practices, teacher beliefs, didactics, and assessment.