Background and Aims: The purpose of this study is to investigate first-year mathematics major students’ attitudes towards the effect of dynamic e-assessment on their understanding of mathematical proofs.
Methods: A dynamic assessment was designed in a computer environment and undertaken among the first-year mathematics major students at Faculty of Mathematical Sciences of one of the public universities in east of Iran. The assessment was designed to examine students’ understanding of mathematical proofs and educational feedback was also included in the assessment. Drawing on the mixed-methods research, data collection and data analysis were done using both quantitative and qualitative approaches. The sample comprised 35 students who were selected using convenience and purposive sampling. Following the completion of the assessment, a questionnaire was completed by students and a semi-structured interview was conducted to investigate students’ attitudes towards the effect of assessment on their understanding of mathematical proofs.
Results: The results obtained showed that students had positive attitudes towards the dynamic e-assessment. The findings indicated that most of the students believed receiving feedback during the assessment had positive effect on their understanding of mathematical proofs.
Conclusion: It seems such assessment could be used more often by lecturers to explore students’ understanding of different mathematical concepts, and also in other topics.