Intelligent Tutoring Systems for Word Problem Solving in COVID-19 Days: Could They Have Been (Part of) the Solution?

Autor/inn/en	del Olmo-Muñoz, Javier; González-Calero, José Antonio; Diago, Pascual D.; Arnau, David; Arevalillo-Herráez, Miguel
Titel	Intelligent Tutoring Systems for Word Problem Solving in COVID-19 Days: Could They Have Been (Part of) the Solution?
Quelle	In: ZDM: Mathematics Education, 55 (2023) 1, S.35-48 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (del Olmo-Muñoz, Javier) ORCID (González-Calero, José Antonio) ORCID (Diago, Pascual D.) ORCID (Arnau, David) ORCID (Arevalillo-Herráez, Miguel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-022-01396-w
Schlagwörter	COVID-19; Pandemics; School Closing; Distance Education; Mathematics Instruction; Word Problems (Mathematics); Problem Solving; Educational Technology; Technology Uses in Education; Intelligent Tutoring Systems + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Mathematics lessons; Mathematikunterricht; Textaufgabe; Problemlösen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Intelligentes Tutorsystem
Abstract	The COVID-19 pandemic led to the lockdown of schools in many countries, forcing teachers and students to carry out educational activities remotely. In the case of mathematics, developing remote instruction based on both synchronous and asynchronous technological solutions has proven to be an extremely complex challenge. Specifically, this was the case in topics such as word problem solving, as this domain requires intensive supervision and feedback from the teacher. In this piece of research, we present an evaluation of how technology is employed in the teaching of mathematics, with particular relevance to learning during the pandemic. For that purpose, we conducted a systematic review, revealing the almost complete absence of experiments in which the use of technology is not mediated by the teacher. These results reflect a pessimistic vision within the field of mathematics education about the possibilities of learning when the student uses technology autonomously. Bringing good outcomes out of a bad situation, the pandemic crisis may represent a turning point from which to start directing the research gaze towards technological environments such as those mediated by artificial intelligence. As an example, we provide a study illustrating to what extent intelligent tutoring systems can be cost-effective compared to one-to-one human tutoring and mathematic learning-oriented solutions for intensive supervision in the teaching of word problem solving, especially appropriate for remote settings. Despite the potential of these technologies, the experience also showed that student socioeconomic level was a determining factor in the participation rate with an intelligent tutoring system, regardless of whether or not the administration guaranteed students' access to technological resources during the COVID-19 situation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01