11th International Scientific Conference Technics, Informatics and Education – TIE 2026, (pp. 71-77)
АУТОР(И) / AUTHOR(S): Marina Svičević 
, Aleksandar Milenković , Nemanja Vučićević and Đorđe Stanković
DOI: https://doi.org/10.46793/TIE26.071S
САЖЕТАК /ABSTRACT:
This paper presents Beyond Right and Wrong, a web-based platform developed to support formative mathematics practice through the analysis of correct and incorrect problem solutions. The platform is based on a task model in which students not only identify the correct solution but also analyze the offered erroneous solutions and recognize the types of errors they contain. In this way, mathematics practice is directed toward understanding solution procedures, typical misconceptions, and the nature of student errors. The paper presents the educational rationale of the platform, the task structure, user roles, and the basic workflow that connects teachers’ task preparation, students’ analysis, and formative feedback. The system architecture is also described, comprising separate client and server layers, with support for access control, task management, result tracking, and the presentation of mathematical content. The proposed platform may help teachers identify common student difficulties and plan targeted instructional activities, while its practical effectiveness remains to be examined through future classroom implementation. Future work will focus on pilot implementation in a real classroom setting and the evaluation of its usability, acceptance, and educational effects.
КЉУЧНЕ РЕЧИ / KEYWORDS:
mathematics education; educational technology; web-based learning; error analysis; formative feedback
ПРОЈЕКАТ / ACKNOWLEDGEMENT:
The authors are supported by the Ministry of Science, Technological Development and Innovation, Republic of Serbia, Contract No. 451-03-34/2026-03/200122.
ЛИТЕРАТУРА / REFERENCES:
- Li, Q. & Ma, X. (2010). A meta-analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review, 22, 215–243. DOI: 10.1007/s10648-010-9125-8
- Cheung, A. C. K. & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88–113. DOI: 10.1016/j.edurev.2013.01.001
- Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I. & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, 103897. DOI: 10.1016/j.compedu.2020.103897
- Anderson, J. R., Corbett, A. T., Koedinger, K. R. & Pelletier, R. (1995). Cognitive tutors: Lessons learned. The Journal of the Learning Sciences, 4(2), 167–207.
DOI: 10.1207/s15327809jls0402_2 - VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197–221. DOI: 10.1080/00461520.2011.611369
- Kulik, J. A. & Fletcher, J. D. (2016). Effectiveness of intelligent tutoring systems: A meta-analytic review. Review of Educational Research, 86(1), 42–78. DOI: 10.3102/0034654315581420
- Ziatdinov, R. & Valles Jr., J. R. (2022). Synthesis of modeling, visualization, and programming in GeoGebra as an effective approach for teaching and learning STEM topics. Mathematics, 10(3), 398.
DOI: 10.3390/math10030398 - Adams, D. M., McLaren, B. M., Durkin, K., Mayer, R. E., Rittle-Johnson, B., Isotani, S. & Van Velsen, M. (2014). Using erroneous examples to improve mathematics learning with a web-based tutoring system. Computers in Human Behavior, 36, 401–411. DOI: 10.1016/j.chb.2014.03.053
- McLaren, B. M., Adams, D. M. & Mayer, R. E. (2015). Delayed learning effects with erroneous examples: A study of learning decimals with a web-based tutor. International Journal of Artificial Intelligence in Education, 25(4), 520–542. DOI: 10.1007/s40593-015-0064-x
- Di Lonardo Burr, S. M., Douglas, H., Vorobeva, M. & Muldner, K. (2020). Refuting misconceptions: Computer tutors for fraction arithmetic. Journal of Numerical Cognition, 6(3), 355–377. DOI: 10.5964/jnc.v6i3.310
- Boomgaarden, A., Wirzberger, M., Hoch, J. & Obersteiner, A. (2024). Fostering learning from errors—Computer-based adaptivity at the transition between problem solving and explicit instruction. Journal für Mathematik-Didaktik, 45, 537–568. DOI: 10.1007/s13138-024-00232-w
- Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. DOI: 10.3102/003465430298487
- Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. DOI: 10.3102/0034654307313795
- Barana, A., Marchisio, M. & Sacchet, M. (2021). Interactive feedback for learning mathematics in a digital learning environment. Education Sciences, 11(6), 279. DOI: 10.3390/educsci11060279