The effect of multiple knowledge sources on learning and teaching

Current paradigms for machine-based learning and teaching tend to perform their task in isolation from a rich context of existing knowledge. In contrast, the research project presented here takes the view that bringing multiple sources of knowledge to bear is of central importance to learning in complex domains. As a consequence teaching must both take advantage of and beware of interactions between new and existing knowledge. The central process which connects learning to its context is reasoning by analogy, a primary concern of this research. In teaching, the connection is provided by the explicit use of a learning model to reason about the choice of teaching actions. In this learning paradigm, new concepts are incrementally refined and integrated into a body of expertise, rather than being evaluated against a static notion of correctness. The domain chosen for this experimentation is that of learning to solve "algebra story problems." A model of acquiring problem solving skills in this domain is described, including: representational structures for background knowledge, a problem solving architecture, learning mechanisms, and the role of analogies in applying existing problem solving abilities to novel problems. Examples of learning are given for representative instances of algebra story problems. After relating our views to the psychological literature, we outline the design of a teaching system. Finally, we insist on the interdependence of learning and teaching and on the synergistic effects of conducting both research efforts in parallel

The use of an expert system to identify pupils' misconception in science: a prototype and evaluation

In this research, the author proposes a development which contributes towards a knowledge of linking research in diagnosing student misconception in science education and the expert systems technology. Specifically, the thesis will describe the development and evaluation of a prototype diagnostic system to become a supportive tool for classroom teachers. Three topics of electricity, speed and motion graphs, and floating and sinking were selected to explore the use of expert systems technology in diagnostic testing in science. For each topic, the strategy for building the rule-based diagnostic knowledge representation is discussed. The main steps are analysis of past research literature in pupil misconceptions, building a matrix table consisting of various parameters and logical relationship between these parameters, designing the questions for eliciting the understanding and building the rule base. Finally the rule base has to be organised for encoding into a format suitable for inclusion into a generic expert system shell (Leonardo). In general, the two forms of rules contained in the knowledge base are diagnostic rules and the question sequence rules. The diagnostic rule consists of if-then statements which describes the patterns of typical science misconceptions found in the literature. Detection of a specific pattern results in descriptive diagnostic feedback. The question sequence also consists of if-then rules which are used to support the branching of questions according to previous responses. In the topic of floating and sinking, the diagnostic rule makes use of the certainty factors feature of the shell in making a decision. Both school pupils and teachers were used to validate the program. The analysis of pupils' responses suggests that the program is capable of diagnosing pupil's misconception and that new diagnosis rules can be added to the program to cater for new patterns of understanding detected by the system. The teachers responded favourably to a questionnaire regarding the user interface, the accuracy and outcomes of the questions used in the program and the accuracy of the diagnostic feedback provided by the program. In conclusion, within the limitation of the scope of the diagnosis rule base contained in the program, the research shows that such a methodology for using the available expert knowledge is feasible

An Examination of the Effectiveness of Instruction in which Pre-Service Mathematics Teachers Use Technology to Overcome Student Difficulties

It is seen that students face certain difficulties when learning the concepts and the relationships between them in the mathematics education that aims at enabling students to learn on the highest level. Identifying and eliminating these difficulties, helping students in the learning process and guiding them are among teachers' tasks. Overcoming the difficulties experienced by students is considered one of the contributions of the technological use to the mathematics education. Yet, the efficient use of information and communication technologies in overcoming student difficulties is possible through bringing teachers and pre-service teachers in basic knowledge and skills. To this end, the effectiveness of the instruction in which pre-service teachers benefit from information and communication technologies to overcome the difficulties regarding a given concept was investigated. The participants were 32 third-year pre-service teachers attending at the elementary mathematics education of a state university. The effectiveness of pre-service teachers' micro-instructions and their opinions on the role and effect of technology in their instructions were analyzed within the framework of specified themes. The instructional plans, observation sheets, self-evaluations, and the inventory of the interviews performed in regard to self-evaluations which affected the change in the process were analyzed with the content analysis. Consequently, the findings obtained in the study showed how the pre-service teachers performed effective instructions and revealed the positive change in their perspectives, possible means that technologies can offer to students in the mathematics education, and their positive contributions to their own learning. As for the components and recommendations of this pre-service educational program, it will be effective in the planning of instructional process in future studies. Keywords: student difficulties, technological integration, mathematics education, micro-instruction, pre-service teacher

THE ROLE OF ERROR ANALYSIS, DIAGNOSTIC GRADING PROCEDURES, AND STUDENT REFLECTION IN FIRST SEMESTER CALCULUS LEARNING (EPISTEMOLOGY, METACOGNITION, INQUIRY)

The present study is an integrative study designed to explore the nature of student difficulties within the context of a first semester college calculus course. The techniques of error analysis were used to identify and categorize the student difficulties. Insights gained from this categorization served as the basis for the design and development of calculus grader preparation materials implemented with a subgroup of undergraduate calculus graders. These grader preparation materials emphasized grader diagnosis of student difficulties and student reflection on errors and process. Current preparation procedures served as the control on the basis of which comparisons and evaluations were made. Questions regarding the relationship between these materials, the grading environment established by their implementation, and the factors of SEX, COLLEGE, student reflection, and calculus achievement, were investigated. Achievement scores as measured by calculus unit tests and a calculus final examination were collected on all subjects. A reflection attitude scale was administered to all students and graders participating in the study. Univariate analyses of variance of the unit test scores and the final examiniation revealed a significant effect of COLLEGE on the first and second try for Unit 4 and the final examination. A significant SEX x GRADING FORMAT interaction, indicating a more positive influence of the treatment grading format for men than for women, was found on the second try for Unit 4. The effect of GRADING FORMAT fell just short of significance on the final examination, suggesting the possibility that the effect is cumulative. A multivariate analysis of co-variance indicated a significant main effect for COLLEGE. A log-linear analysis of the distractor choices on the 40-item multiple choice final examination indicated several significant main effects and interactions on several of the items. Results of the analysis performed on a grader reflection attitude scale suggest that a difference in attitude, commitment, and use of the constructive grading procedures existed between the treatment and control graders. Hypotheses and questions suitable for future research in the areas of error analysis, teacher training, and student reflection are generated

DeepEval: An Integrated Framework for the Evaluation of Student Responses in Dialogue Based Intelligent Tutoring Systems

The automatic assessment of student answers is one of the critical components of an Intelligent Tutoring System (ITS) because accurate assessment of student input is needed in order to provide effective feedback that leads to learning. But this is a very challenging task because it requires natural language understanding capabilities. The process requires various components, concepts identification, co-reference resolution, ellipsis handling etc. As part of this thesis, we thoroughly analyzed a set of student responses obtained from an experiment with the intelligent tutoring system DeepTutor in which college students interacted with the tutor to solve conceptual physics problems, designed an automatic answer assessment framework (DeepEval), and evaluated the framework after implementing several important components. To evaluate our system, we annotated 618 responses from 41 students for correctness. Our system performs better as compared to the typical similarity calculation method. We also discuss various issues in automatic answer evaluation

Knowledge sources for an intelligent algebra tutor

The focus of this paper is on the underlying knowledge base for an intelligent tutorial system for high school algebra problems. We present a model of problem solving flexible enough to account for a variety of problem solving behaviors and general enough to allow new problem domains to be defined easily. The model is based upon the analysis of protocols between students and expert tutors. We show how student errors can be monitored and remediated using the model, and we provide an approach to understanding problem difficulty that can be used to generate challenging problems and also provides a mechanism for planning their solution

Beginning Algebra Student\u27s Conceptual Understanding Of Variables In The Context Of Solving Equations: A Conceptual Change Inquiry.

This dissertation aims to illuminate novice algebra student’s conceptual understandings of variables, solving equations, and the juxtaposition of the two. The goal of this study is to design a curricular intervention for a beginning Algebra 1 course and document, analyze, and interpret conceptual changes beginning algebra students experience in their understanding of variables and solving equations. Previous literature in this field indicate that students are not grasping a concrete conceptual understanding of algebraic topics starting at the very basic building blocks of algebra. This study advances our understanding of how we can alleviate some students’ frustrations and misunderstandings of variables, solving equations, and the juxtaposition of the two. The research was conducted using Conceptual Change Inquiry Learning and Phenomenography as theoretical frameworks. This qualitative study used data from field observations and notes, audio recordings, student work, and responses from semi-structured group interviews to retrieved results. Findings from the research show that helping students to gain a conceptual change involves curriculum interventions, various pedagogical techniques, and participation from students in classroom discourse. The following themes related to supporting students in gaining a conceptual change themes emanated from the study’s findings: (a) teacher influence, (b) real-world value/defining the variable, (c) classroom discourse, and (d) time on task. The results, implications for teacher education, and implications for future research are discussed

Effects of Dysgraphia on Teachers\u27 Perceptions of A Student\u27s Capabilities, Intelligence, and School Performance

The focus of this study will explore how the dysgraphic disability of one child affects teachers\u27 perceptions of that child\u27s capabilities, intelligence, and performance of daily tasks associated with school and schoolwork. The child will use the Tablet PC\u27s handwriting recognition technology to determine if the assistive technology tool improves the child\u27s school performance and his ability to produce legible notes and papers. Worksheets were downloaded into the Tablet PC prior to use in school so that the child could complete all classroom work on the Tablet PC. [This student benefited from being able to tum hand written notes into text. This students\u27 handwriting improved as a result of computer-aided practice. The use of the Tablet PC by a child with dysgraphia enables the child to be independent of the need of teacher-produced notes or a scribe.] Bracket material needs to be supported by data yet to be collected