Students face difficulties in learning mathematical processes. As a result, they have negative emotions toward mathematics. The use of technology is employed to change the student’s attitude toward mathematics. Some methods utilize intelligent tutoring systems to recognize student’s emotional state and adapt the learning process accordingly. These systems, known as affective tutoring systems (ATSs), sense the emotional state of a student and then intelligently attempt to suggest appropriate strategies that can guide the learning process and ultimately shift the negative attitude of students toward mathematical learning. This article presents a survey of ATSs, which teach mathematic content, and tries to find common elements among them. It examines the kind and the number of student’s emotions that can be recognized and the strategies and methods that these ATSs use to recognize student’s emotional state. There are findings that agree with other studies about the recognized emotions and the methods that are used.
The aim of the present article is to analyze the relation of physical computing with the computational thinking dimensions and the transdisciplinary approach of STEM epistemology in inquiry-based learning environments, when the methodology of the computational experiment is implemented. We argue that computational science and computational experiment can be applied in connection with STEM epistemology, when physical computing activities are embedded in the curriculum for Higher Education students. In order to implement this connection, we present software applications that combine algorithms and physical computing. We believe that engaging students through their existing STEM courses in physical computing - in the form of the computational experiment methodology- is a strategy that is much more likely to succeed in increasing the interest and appeal of STEM epistemology. Different learning modules were designed, which covered the combination of easy java simulations (Ejs) with Arduino and Raspberry pi.
The aim of the present article is to analyze the relation of physical computing with the computational thinking dimensions and the transdisciplinary approach of STEM epistemology in inquiry-based learning environments, when the methodology of the computational experiment is implemented. We argue that computational science and computational experiment can be applied in connection with STEM epistemology, when physical computing activities are embedded in the curriculum for Higher Education students. In order to implement this connection, we present software applications that combine algorithms and physical computing. We believe that engaging students through their existing STEM courses in physical computing - in the form of the computational experiment methodology- is a strategy that is much more likely to succeed in increasing the interest and appeal of STEM epistemology. Different learning modules were designed, which covered the combination of easy java simulations (Ejs) with Arduino and Raspberry pi.
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