Implementation of a model-tracing-based learning diagnosis system to promote elementary students' learning in mathematics

Educational Technology and Society

Volumn 17, Issue 2, 2014, Pages 347-357

  Chu, Yian Shu ^a   Yang, Haw Ching ^b   Tseng, Shian Shyong ^c   Yang, Che Ching ^a  

^a NATIONAL CHIAO TUNG UNIVERSITY   (Taiwan)

^b NATIONAL KAOHSIUNG UNIVERSITY OF APPLIED SCIENCES   (Taiwan)

^c ASIA UNIVERSITY   (Taiwan)

Author keywords

Computer assisted learning; Computer assisted testing; Learning diagnosis; Model tracing

Indexed keywords

EID: 84901197477     PISSN: 11763647     EISSN: 14364522     Source Type: Journal    
DOI: None     Document Type: Article

References (38)

1. Aleven, V., McLaren, B. M., & Sewall, J. (2009). Scaling up programming by demonstration for intelligent tutoring systems development: An open-access website for middle-school mathematics learning. IEEE Transactions on Learning Technologies, 2(2), 64-78.
2. Aleven, V., McLaren, B. M., Sewall, J., & Koedinger, K. R. (2009). A new paradigm for intelligent tutoring systems: Example-tracing tutors. International Journal of Artificial Intelligence in Education, 19, 105-154.
3. Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. Journal of the Learning Sciences, 4(2), 167-207.
4. Anderson, J. R., & Reiser, B. J. (1985). The Lisp tutor. Byte, 10, 159-175.
5. Armstrong, B. E., & Larson, C. N. (1995). Students' use of part-whole and direct comparison strategies for comparing partitioned rectangles. Journal for Research in Mathematics Education, 26(1), 2-19.
6. Barash, A., & Klein, R. (1996). Seventh grades students' algorithmic, intuitive and formal knowledge of multiplication and division of non negative rational numbers. In L. Puig & A. Gutierrez (Eds.), Proceedings of the 20th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 35-42). Valencia, Spain: University of Valencia.
7. Behr, M. J., Harel, G., Post, T., & Lesh, R. (1992). Rational number, ratio and proportion. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 296-333). New York, NY: Macmillan.
8. Behr, M. J., & Post, T. R. (1992). Teaching rational number and decimal concept. In T. R. Post (Ed.), Teaching mathematics in grades K-8: Research-based method (2nd ed., pp. 201-248). Boston: Allyn & Bacon.
9. Behr, M. J., Wachsmuth, I., & Post, T. (1985). Construct a sum: A measure of children's understanding of fraction size. Journal for Research in Mathematics Education, 16(2), 120-131.
10. Blessing, S. B., Gilbert, S. B., Ourada, S., & Ritter, S. (2009). Authoring model-tracing cognitive tutors. International Journal of Artificial Intelligence in Education, 19, 189-210.
11. Bloom, B. S. (1984). The 2 sigma problem: the search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13, 4-16.
12. Brown, J. S., & Burton, R. R. (1978). Diagnostic models for procedural bugs in basic mathematical skills. Cognitive Science, 2(2), 155-192.
13. Chou, C. Y., Huang, B. H., & Lin, C. J. (2011). Complementary machine intelligence and human intelligence in virtual teaching assistant for tutoring program tracing. Computers & Education, 57(4), 2303-2312.
14. Chu, H. C., Hwang, G. J., & Huang, Y. M. (2010). An enhanced learning diagnosis model based on concept effect relationships with multiple knowledge levels. Innovations in Education and Teaching International, 47(1), 53-67.
15. Hattie, J., & Timperley, H. (2007). The power of Feedback. Review of Educational Research, 77(1), 81-112.
16. Hunting, R. P. (1983). Alan: A case study of knowledge of units and performance with fractions. Journal for Research in Mathematics Education, 14(3), 182-197.
17. Hwang, G. J. (2003). A concept map model for developing intelligent tutoring systems. Computers & Education, 40, 217-235.
18. Hwang, G. J., Tseng, J. C. R., & Hwang, G. H. (2008). Diagnosing student learning problems based on historical assessment records. Innovations in Education and Teaching International, 45, 77-89.
19. Idris, N., & Narayanan, L. M. (2011). Error patterns in addition and subtraction of fractions among form two students. Journal of Mathematics Education, 4(2), 35-54.
20. Johnson, S. C. (1975). Yacc: Yet another compiler-compiler. Murray Hill, NJ: AT&T Bell Laboratories.
21. Kerslake, D. (1986). Fractions: Children's strategies and errors. A report of the strategies and errors in Secondary Mathematics Project. Windsor, England: NFER-NELSON
22. Kleij, F. M. v. d., Eggen, T. J. H. M., Timmersc, C. F., & Veldkamp, B. P. (2012). Effects of feedback in a computer-based assessment for learning. Computers & Education, 58(1), 263-272.
23. Kong, S. C. (2008). The development of a cognitive tool for teaching and learning fractions in the mathematics classroom: A design-based study. Computers and Education, 51(2), 886-899.
24. Kong, S. C., & Kwok, L. F. (2005). A cognitive tool for teaching the addition/subtraction of common fractions: A model of affordances. Computers and Education, 45(2), 245-265.
25. Lee, S. J. H., & Bull, S. (2008). An open learner model to help parents help their children. Technology, Instruction, Cognition and Learning, 6(1), 29-52.
26. Mitrovic, A., Martin, B., Suraweera, P., Zakharov, K., Milik, N., & Holland, J. (2009). ASPIRE: An authoring system and deployment environment for constraint-based tutors. International Journal of Artificial Intelligence in Education, 19, 155-188.
27. Mitrovic, A., & Ohlsson, S. (1999). Evaluation of a constraint-based tutor for a database language. International Journal of Artificial Intelligence in Education, 10, 238-256.
28. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.
29. Schwarzenberger, R. L. E. (1984). The importance of mistakes: The 1984 presidential address. Mathematical Gazette, 68(445), 159-172.
30. Singley, M. K., & Anderson, J. R. (1989). The transfer of cognitive skill. Cambridge, MA: Harvard University Press.
31. Stead, G. (2012). Misconceptions in Mathematics. Retrieved October 03, 2012, from http://www.counton.org/resources/misconceptions/
32. Suraweera, P., Mitrovic, A., & Martin, B. (2007). Constraint authoring system: An empirical evaluation. In R. Luckin, K. Koedinger & J. Greer (Eds.), Proceedings of the 13th International Conference on Artificial Intelligence in Education (pp. 451-458). Amsterdam, the Netherlands: IOS Press.
33. Tatsuoka, K. K. (1984). Analysis of errors in fraction addition and subtraction problems. Final report for hrant NIE-G-0002. Urbana, IL: University of Illinois, CERL.
34. Tirosh, D. (2000). Enhancing prospective teachers' knowledge of children's conceptions: The case of division of fractions. Journal for Research in Mathematics Education, 31(1), 5-25.
35. VanLehn, K. (2006). The behavior of tutoring systems. International Journal of Artificial Intelligence in Education, 16(3), 227-265.
36. VanLehn, K., Lynch, C., Schulze, K., Shapiro, J. A., Shelby, R., Taylor, L., . . . Wintersgill, M. (2005). The Andes physics tutoring system: Lessons learned. International Journal of Artificial Intelligence in Education, 15, 147-204.
37. Wu, P.-H., Hwang, G.-J., Milrad, M., Ke, H.-R., & Huang, Y.-M. (2012). An innovative concept map approach for improving students' learning performance with an instant feedback mechanism. British Journal of Educational Technology, 43(2), 217-232.
38. Zinn, C., & Scheuer, O. (2006). Getting to know your student in distance learning contexts. Innovative Approaches for Learning and Knowledge Sharing, Proceedings, 4227, 437-451.