Putting more blocks on (the) STACK - A towering showcase

Michael Kallweit

Michael Kallweit, Germany

STACK at Maseno and in Kenya

Michael Obiero Oyengo, James Kaleli Musyoka, Isaac Owino Okoth

Maseno University, Kenya

Delivery of Integral Calculus at Maseno University: Is STACK really playing an integral part?

Isaac Owino Okoth, Zevick Otieno Juma

Maseno, Kenya

STACK at ETH, Zurich

Meike Akveld, Andreas Steiger

ETH, Switzerland

From Foundation Year Mathematics to Partial Differential Equation with STACK

Vesna Perisic

University of Southampton, United Kingdom

Stack for mathematics in schools

Björn Gerß

Lutherschule, Germany

The Trajectory of STACK in Teaching Mathematics at the University of Bern

Kinga Sipos, George Ionita, Frank Kutzschebauch

University of Bern, Switzerland

Two years of TU-WAS: How digital tasks may influence the teaching-learning-process in first-year mathematical engineering courses.

Ömer Genc, Ingmar Metzler, Ulrich Reif

Technische Universität Darmstadt, Germany

A theory-based approach of feedback in STACK-based Moodle quizzes taking into account self-regulation and different proficiency of learners

Johannes Knaut, Mike Altieri, Stephan Bach, Isabella Strobl

OTH Amberg-Weiden, University of Applied Sciences, Germany

Interactive videos with STACK

Simon Dominik Schäfer

HTW Berlin, Germany

Inside the "sandbox": The effects of unlimited practice for summative online-tests

Miriam Clincy, Karin Melzer, Gunther Schaaf, Achim Eichhorn, Nathalie Verné

Hochschule Esslingen, Germany

Use of small tests to enhance students’ performance

Niclas Larson

University of Agder, Norway

Interactive examples to aid online learning

Robert Culling

University of Canterbury, New Zealand

Developing interactive online workbooks for the mathematical education of engineering and general STEM students.

Konstantina Zerva

University of Edinburgh, United Kingdom

STACK in Theoretical Computer Science

Frauke Sprengel

Hannover University of Applied Sciences and Arts, Germany

Student approaches to generating mathematical examples: comparing STACK and paper-based tasks

Ben Davies¹, Paola Iannone², George Kinnear³

1: University College London; 2: Loughborough University; 3: University of Edinburgh

Computer adaptive practice implemented for foundation skills in tertiary mathematics course

Rosie Cameron

University of Canterbury, New Zealand

Building STACK questions for complex analysis proofs

Georg Osang¹, Michael Obiero Oyengo², David Stern¹

1: IDEMS International; 2: Maseno University

Development of STACK type transformer tasks for teaching mathematics

Olga Nikolaevna Imas¹, Olga Vladimirovna Yanuschik^1,2, Irina Georgievna Ustinova¹, Evgeniia Aleksandrovna Beliauskene¹, Svetlana Vladimirovna Rozhkova^1,3

1: National Research Tomsk Polytechnic University; 2: Tomsk State University of Control Systems and Radioelectronics; 3: National Research Tomsk State University

New discrete mathematics STACK questions

Heather Yorston

University of Edinburgh, United Kingdom

Didactic concept of Stack-based questions used within inferential statistics

Sandra Herzog

FH Kiel, Germany

Teaching Partial Differential Equations with STACK assessments

David Turton

University of Southampton, United Kingdom

Evaluating engagement and learning based on a student categorization using STACK and exam data and key informant interviews.

Zevick Otieno Juma¹, Michael Oyiengo Obiero¹, George Osang²

1: Maseno; 2: IDEMS

Conceptual statistical assessment using JSXGraph

Curtis Hooper, Ian Jones

Loughborough University, United Kingdom

Meclib: Dynamic and Interactive Figures in STACK Questions Made Easy

Martin Kraska

Technische Hochschule Brandenburg, University of Applied Sciences, Germany

Using STACK to Introduce Basic Statistical Concepts and Skills

James Kaleli Musyoka¹, David Stern²

1: Maseno University, Kenya; 2: Innovations in Development, Education and Mathematical Sciences, UK

Feedback for tacit models

Ian Jones¹, Igor' Kontorovich², Depy Makri¹, Curtis Hooper¹

1: Loughborough University, United Kingdom; 2: University of Auckland, New Zealand

goemaxima as single container, in cluster or as service

Stefan Koospal

Mathematisches Institut Universitaet Goettingen, Germany

How to STACKrate: The development of an intuitive evaluation tool

Jonas Lache, Daniel Meißner

Ruhr-Universität Bochum, Germany

Updating STACK potential response trees based on separated concerns

Maryam Alarfaj¹, Chris Sangwin²

1: Univ. of Edinburgh; 2: Univ. of Edinburgh

Visualization of Knowledge Construction Based on STACK Answer Data

Lilin Wang, Yasuyuki Nakamura

Nagoya University, Japan

PREDICTIVE ANALYTICS BASED ON STACK TESTS DATA

Andreas Helfrich-Schkarbanenko, Nathalie Verné

Hochschule Esslingen/University of Applied Sciences, Germany

QUESTION ANSWERING IN STACK APPLYING STRING SIMILARITY

Achim Eichhorn, Andreas Helfrich-Schkarbanenko

Esslingen University of Applied Sciences, Germany

Steps to Improving e-Assignment Performance with STACK

Elena Safiulina¹, Oksana Labanova², Anna Šeletski³

1: TTK University of Applied Sciences, Estonia; 2: TTK University of Applied Sciences, Estonia; 3: Tallinn University, Estonia

Using STACK for the development of pre- and supplement-courses in Physics – a field report

Kevin Schmitt, Jr. Prof. Verena Spatz

Technical University Darmstadt, Germany

Running an online exam with STACK.

Chris Sangwin

University of Edinburgh, United Kingdom

Writing an online statistics course in STACK

Robert Thomas Bickerton

University of Edinburgh, United Kingdom

Using STACK to provide an asynchronous learning resource

Ruth Reynolds

UCL, United Kingdom

Pre-service teachers' mathematical learning in an online assessment system

Siri Ovedal-Hakestad

University of Agder, Norway

Analysis of STACK answer data using pen-stroke data of calculation notebook and Item Response Theory

Yasuyuki Nakamura, Kazusa Fujimoto, Kako Ito

Nagoya University, Japan

Are STACK quizzes like Wordle?

Lindsey Corson, David Pritchard

Department of Mathematics & Statistics, University of Strathclyde, United Kingdom

Introducing STACK to New Courses and Colleagues

Maciej Matuszewski

Durham University, United Kingdom

Combining the strengths of STACK and GeoGebra for school and academic mathematics

Guido Pinkernell

University of Education Heidelberg, Germany