The Andes Physics Tutoring System: An Experiment in Freedom

VanLehn, Kurt; Sande, Brett van de; Shelby, Robert; Gershman, Sophia

doi:10.1007/978-3-642-14363-2_21

Cited by 142 publications

(186 citation statements)

References 12 publications

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“…But, many of these systems do not take pupils' management of their work into consideration; pupils may be less organised when they complete tasks or undertake activities outside formal settings, and consequently, the teacher may be less able to work out exactly where pupils have problems in their knowledge (Mendicino et al, 2009). The support with learning which is provided by these forms of systems has been shown to positively influence pupils' achievement (Bonham et al, 2003;VanLehn et al, 2005;Warnakulasooriya & Pritchard, 2005). Regardless of the manner of the study, researchers tend to agree on one point -technologies and information systems alone cannot create effective connections between learning environments and learning situations; the activities that they support and the ways of implementation in the learning and the context of education are of crucial importance (Kerawalla et al, 2007;.…”

Section: Mathematics Education and Ict Developmentsmentioning

confidence: 99%

Digital resource developments for mathematics education involving homework across formal, non‐formal and informal settings

Radović

Passey

2016

The Curriculum Journal

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The aim of this paper is to explore further an under-developed area -how drivers of curriculum, pedagogy and assessment conceptions and practices shape the creation and uses of technologically-based resources to support mathematics learning across informal, nonformal and formal learning environments. The paper considers: the importance of mathematics learning in informal and non-formal as well as formal settings; how curriculum focuses on pedagogy supporting these needs, contrasting this focus in England and Serbia; and in these contexts, the roles of homework, the potential of technologies and the roles of the teacher. Technological developments to support mathematics learning for 11-to 14-yearold pupils in the two countries are explored and contrasted, and ways that recent developments inform our understandings of formal, informal and non-formal learning through learning activities, learning support and settings are modelled. The conception of 'extended pedagogies' is introduced; implications are outlined.

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Section: Mathematics Education and Ict Developmentsmentioning

confidence: 99%

Digital resource developments for mathematics education involving homework across formal, non‐formal and informal settings

Radović

Passey

2016

The Curriculum Journal

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“…For the functional programming tutor, we give three levels of hints, which can be categorised as follows [Vanlehn et al, 2005]:…”

Section: Feedback Scriptsmentioning

confidence: 99%

A Programming Tutor for Haskell

Jeuring

Gerdes

Heeren

2012

Central European Functional Programming School

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“…Environments such as the DME and Math-Bridge offer thousands of stepwise exercises to a student. But stepwise exercises are also used in logic [36], physics [55], programming [23], and many more domains.…”

Section: Introductionmentioning

confidence: 99%

Feedback services for stepwise exercises

Heeren

Jeuring

2014

Science of Computer Programming

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Advanced learning environments such as intelligent tutoring systems for algebra, logic, programming, physics, etc. let a student practice with stepwise exercises, and support a student solving such exercises by providing feedback. These environments usually provide various types of feedback, for example about the correctness of a step, common errors, hints about how to proceed, or complete worked-out solutions. Calculating feedback is generally delegated to a dedicated expert knowledge module, also known as a domain reasoner. Existing architectural descriptions of learning environments do not precisely specify the interaction between this module and the rest of the learning system. We propose a design based on the stateless client-server architecture that clearly decouples the expert knowledge module from the learning environment. We describe a set of feedback services that support the inner (interactions within an exercise) and outer (over a collection of exercises) loops of a learning system, and that provide meta-information about a class of exercises, such as solving quadratic equations, or performing Gaussian elimination. The feedback services do not depend on a particular domain and are based on the various feedback types described in the literature.The paper analyzes which domain-specific knowledge about an exercise class is needed for implementing the feedback services. Based on this analysis, we developed a framework for implementing domain reasoners that offers generic functionality such as rewriting, simplifying, and comparing terms. We have implemented several domain reasoners in this framework, both for external learning environments and for simple prototypes. The proposed design is evaluated with these implementations, and we reflect on our experience with developing domain reasoners.

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The Andes Physics Tutoring System: An Experiment in Freedom

Cited by 142 publications

References 12 publications

Digital resource developments for mathematics education involving homework across formal, non‐formal and informal settings

Digital resource developments for mathematics education involving homework across formal, non‐formal and informal settings

A Programming Tutor for Haskell

Feedback services for stepwise exercises

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