Designing for Learning: Key Decisions for an Open Online Math Tutor for Elementary Students

Autor/inn/en	Gattupalli, Sai S.; Edwards, Sharon A.; Maloy, Robert W.; Rancourt, Marguerite
Titel	Designing for Learning: Key Decisions for an Open Online Math Tutor for Elementary Students
Quelle	In: Digital Experiences in Mathematics Education, 9 (2023) 3, S.476-491 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2199-3246
DOI	10.1007/s40751-023-00128-3
Schlagwörter	Mathematics Instruction; Tutors; Electronic Learning; Elementary School Students; Grade 3; Grade 4; Grade 5; Grade 6; Thinking Skills; Computation; Word Problems (Mathematics); Coaching (Performance); Instructional Design + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Förderlehrer; Lehrender; Tutor; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Denkfähigkeit; Textaufgabe; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Usable Math available at https://usablemath.org/ is being designed as an open online tutor for elementary school math students and teachers in the USA. It provides interactive problem solving for 3rd through 6th grade students who are learning mathematical reasoning and computation skills through word problems. Using the system, students and teachers access standardized test questions and then receive math learning strategies from four virtual coaches -- Estella Explainer, Chef Math Bear, How-to Hound, and Visual Vicuna -- who offer words, images, pictures, charts, graphs, animations, and gifs to support students to read, compute, and think strategically and visually as math problem solvers. This paper describes six key decisions influencing the design and development of the system: (1) four coaches, each with a different approach to math problem solving; (2) Google Slides as an online platform for the system; (3) a click-to-see method for students' and teachers' control of the system; (4) growth mindset feedback statements after every problem; (5) invitations for students to write their own math problems and problem solving strategies; and (6) ways for teachers to utilize the system for classroom learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01