Mathematics Intelligent Tutoring System for Learning Multiplication and Division of Fractions Based on Diagnostic Teaching

Autor/inn/en	Shih, Shu-Chuan; Chang, Chih-Chia; Kuo, Bor-Chen; Huang, Yu-Han
Titel	Mathematics Intelligent Tutoring System for Learning Multiplication and Division of Fractions Based on Diagnostic Teaching
Quelle	In: Education and Information Technologies, 28 (2023) 7, S.9189-9210 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shih, Shu-Chuan) ORCID (Chang, Chih-Chia) ORCID (Kuo, Bor-Chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11553-z
Schlagwörter	Mathematics Instruction; Intelligent Tutoring Systems; Multiplication; Division; Fractions; Error Patterns; Misconceptions; Teaching Methods; Program Effectiveness; Remedial Mathematics; Grade 6; Mathematics Achievement; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Intelligentes Tutorsystem; Multiplikation; Bruchrechnung; Fehlertyp; Missverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; School year 06; 6. Schuljahr; Schuljahr 06; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland
Abstract	A one-on-one dialogue-based mathematics intelligent tutoring system (ITS) for learning multiplication and division of fractions was developed and evaluated in this study. This system could identify students' error types and misconceptions in real-time by using a block-based matching method. The adaptive dialogue-based instruction was supported by a response-driven tutoring model, which was constructed based on the diagnostic teaching methodology. Instructional strategies including provoking cognitive conflict, problem simplification and representational teaching were used in the tutoring model of the system. Effectiveness of the math ITS in remedial instruction was evaluated through a quasi-experimental study. The participants of the study were 66 sixth graders chosen from central Taiwan. They were divided into an experimental group of 35 and a control group of 31. One week after the pretest, the experimental group received 2-h one-on-one instruction via the math ITS, while the control group took a 2-h conventional teacher instruction with the same teaching content in the classroom. All participants took a post-test within 2 days after the remedial instruction. The results showed that the experimental group using the math ITS significantly outperformed the control group. Further analysis indicated that the math ITS had a significant effect on the lesser-performing group (the lower 75% in the pretest score). In addition, a usability and user experience survey showed that students were willing and likely to learn mathematics using the dialogue-based math ITS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01