Touch Arithmetic: A process-based Computer-Aided Assessment approach for capture of problem solving steps in the context of elementary mathematics

Adesina, Adewale; Stone, Roger G.; Batmaz, Firat; Jones, Ian

doi:10.1016/j.compedu.2014.06.015

Cited by 13 publications

(6 citation statements)

References 35 publications

(36 reference statements)

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“…Research shows some types of feedback are more powerful than others, such as providing cues or reinforcement (Hattie, 2009;Hattie & Gan, 2011;Kluger & DeNisi, 1996;Li, Cao, & Mok, 2016). Moreover, feedback can be given in different ways: computer-generated feedback (Adesina, Stone, Batmaz, & Jones, 2014;Fyfe, 2016;Panaoura, 2012;van der Kleij, Feskens, & Eggen, 2015), formative versus standardized or interim assessment (Konstantopoulos, Li, …”

Section: Theoretical Frameworkmentioning

confidence: 99%

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

Muñiz-Rodríguez

Alonso

Rodrı́guez-Muñiz

et al. 2018

EURASIA J MATH SCI T

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The ability to give constructive, purposeful and timely feedback is essential to the teaching profession. Research indicates that this competence remains underdeveloped during initial teacher education. This paper focuses on the design, implementation, and evaluation of a competence development intervention with secondary mathematics student teachers. The intervention builds on videotaped response-based simulations. A pre-test/post-test design was used. Mathematics student teachers were invited to respond to open-ended questions while watching a series of video-vignettes which focused on providing feedback to students in different real-life classroom situations. Content analysis of student teachers' answers helped us map changes in their feedback competence development. A scale was developed to capture their related feedback self-efficacy. The results indicate that the intervention had a positive impact on the development of mathematics student teachers' feedback competence. Implications and directions for future research are discussed.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

Muñiz-Rodríguez

Alonso

Rodrı́guez-Muñiz

et al. 2018

EURASIA J MATH SCI T

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“…Many previous studies have dealt with students' mathematical problem‐solving difficulties and proposed computer‐assisted systems to help students garner problem‐solving knowledge (see,e.g., Chang et al, ; Schoppek & Tulis, ; Huang et al, ; Adesina, Stone, Batmaz, & Jones, ). However, these systems have not been investigated empirically to determine at which stage of the problem‐solving process students encounter challenges.…”

Section: Introductionmentioning

confidence: 99%

An empirical investigation into student's mathematical word‐based problem‐solving process: A computerized approach

Chadli

Tranvouez

Dahmani

et al. 2018

Computer Assisted Learning

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This study proposes a computer-assisted system with a design based on Polya's problem-solving model. The system is designed to help average and low-achieving second graders in mathematics with word-based addition and subtraction questions. The emphasis of using the specific model was on dividing the problem-solving procedure into stages and the concentration on the stages that are problematic for students.Specifically, we compared mathematical word problem-solving performance and computational skills of students who utilized the computer-assisted system with students who employed general strategy instruction. Participants consisted of 52 second-grade students randomly assigned to treatment conditions. Students were pretested and posttested with mathematical problem-solving and computation tests, and repeated measures of their progress with respect to word problem solving were registered.The results showed there was a significant difference between the experimental and control groups in terms of the word problem-solving progress measure, favouring the experimental group. This confirms that providing students with a computerassisted system offered the opportunity to explore all stages of the problem-solving procedure as one possible way to enhance their problem-solving skills.

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“…Because MuTAT combines visual representations, with interactive actions within a solution workspace, problemsolving using different strategies are accommodated. Details of the capture technique have been described in a recent study (Adesina et al, 2014).…”

Section: The Capture Of Problem-solving Stepsmentioning

confidence: 99%

A Semi-Automatic Computer-Aided Assessment Approach for Marking and Providing Feedback Comments

Adesina

Stone

Batmaz

et al. 2015

Proceedings of the 7th International Conference on Computer Supported Education

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Touch Arithmetic: A process-based Computer-Aided Assessment approach for capture of problem solving steps in the context of elementary mathematics

Cited by 13 publications

References 35 publications

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

An empirical investigation into student's mathematical word‐based problem‐solving process: A computerized approach

A Semi-Automatic Computer-Aided Assessment Approach for Marking and Providing Feedback Comments

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