Open AccessEVALUATION OF AUTOMATED DIAGNOSIS AND INSTRUCTION FOR MATHEMATICS PROBLEM‐SOLVING
Author(s) -
Underwood Jody S.
Publication year - 2007
Publication title -
ets research report series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.235
H-Index - 5
ISSN - 2330-8516
DOI - 10.1002/j.2333-8504.2007.tb02070.x
Subject(s) - process (computing) , computer science , mathematics education , cognition , management science , mathematics , psychology , neuroscience , operating system , economics
The past several decades have seen numerous approaches toward automated diagnosis and instructional support of students engaged in mathematics problem‐solving. These approaches typically involve detailed analysis of potential solution paths for problems, formal representations of correct and incorrect answers, and support in the form of feedback or explanations to students during the process of solving a problem. The approaches of each of a number of representative systems (ACED, ALEKS, Cognitive Tutors, Andes, and Assistments) will be described through a critical evaluation of how they represent content knowledge, their approaches to diagnosis, and their approaches to instructional support. Finally, recommendations are made for new approaches to automated diagnosis and instructional support of mathematics problem‐solving.