Formative Assessment for User Guidance In Single Stepping Systems

Single stepping systems arise from re-engineering computer algebra systems to show intermediate steps for educational purposes. The most essential of these steps concern the application of a theorem to a mathematical term transforming it into a more useful one; this is called 'rewriting' in computer mathematics. This paper gives a systematic account of possible user-interactions within such a 'rewrite step', which we call 'dialog atoms'. More than twenty of these are identifi ed. Appropriate choice from that range of dialog atoms and their combination is concern of a dialog guide, planned to balance the flow of user interaction between challenge and support in learning ‐ an issue calling for close cooperation with practice of mathematics education.