TY - GEN
T1 - Teaching Underachieving Algebra Students to Construct Models Using a Simple Intelligent Tutoring System
AU - VanLehn, Kurt
AU - Milner, Fabio
AU - Banerjee, Chandrani
AU - Wetzel, Jon
N1 - Publisher Copyright:
© 2021, Springer Nature Switzerland AG.
PY - 2021
Y1 - 2021
N2 - An algebraic model uses a set of algebraic equations to describe a situation. Constructing such models is a fundamental skill, but many students still lack the skill, even after taking several algebra courses in high school and college. For underachieving college students, we developed a tutoring system that taught students to decompose the to-be-modelled situation into schema applications, where a schema represents a simple relationship such as distance-rate-time or part-whole. However, when a model consists of multiple schema applications, it needs some connection among them, usually represented by letting the same variable appear in the slots of two or more schemas. Students in our studies seemed to have more trouble identifying connections among schemas than identifying the schema applications themselves. This paper describes a newly designed tutoring system that emphasizes such connections. An evaluation was conducted using a regression discontinuity design. It produced a marginally reliable positive effect of moderate size (d = 0.4).
AB - An algebraic model uses a set of algebraic equations to describe a situation. Constructing such models is a fundamental skill, but many students still lack the skill, even after taking several algebra courses in high school and college. For underachieving college students, we developed a tutoring system that taught students to decompose the to-be-modelled situation into schema applications, where a schema represents a simple relationship such as distance-rate-time or part-whole. However, when a model consists of multiple schema applications, it needs some connection among them, usually represented by letting the same variable appear in the slots of two or more schemas. Students in our studies seemed to have more trouble identifying connections among schemas than identifying the schema applications themselves. This paper describes a newly designed tutoring system that emphasizes such connections. An evaluation was conducted using a regression discontinuity design. It produced a marginally reliable positive effect of moderate size (d = 0.4).
KW - Algebra story problem solving
KW - Algebra word problem solving
KW - Algebraic model construction
KW - Intelligent tutoring system
UR - http://www.scopus.com/inward/record.url?scp=85120052157&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85120052157&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-78270-2_65
DO - 10.1007/978-3-030-78270-2_65
M3 - Conference contribution
AN - SCOPUS:85120052157
SN - 9783030782696
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 367
EP - 371
BT - Artificial Intelligence in Education - 22nd International Conference, AIED 2021, Proceedings
A2 - Roll, Ido
A2 - McNamara, Danielle
A2 - Sosnovsky, Sergey
A2 - Luckin, Rose
A2 - Dimitrova, Vania
PB - Springer Science and Business Media Deutschland GmbH
T2 - 22nd International Conference on Artificial Intelligence in Education, AIED 2021
Y2 - 14 June 2021 through 18 June 2021
ER -