Graphical tasks with graphical feedback on limits of functions to support abstract reasoning

In the last few years, the use of automatic assessment has rapidly grown, especially in higher education. In Mathematics, computer-aided assessment (CAA) systems based on advanced computing environments make creating meaningful tasks to address higher-order thinking skills possible. This study focuses on graphical tasks with graphical feedback on limits and asymptotes of functions developed with a CAA system. They were experimented within formative group activities in two firstyear university mathematics modules in Italy and Sweden. The answers to the final exam were analysed and compared with the group activity results to understand if the graphical tasks supported abstract reasoning during the exam. The results will be used to adjust the activities and improve the digital feedback provided.