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Direct linkConrad Borchers; Paulo F. Carvalho; Meng Xia; Pinyang Liu; Kenneth R. Koedinger; Vincent Aleven – Grantee Submission, 2023
In numerous studies, intelligent tutoring systems (ITSs) have proven effective in helping students learn mathematics. Prior work posits that their effectiveness derives from efficiently providing eventually-correct practice opportunities. Yet, there is little empirical evidence on how learning processes with ITSs compare to other forms of…
Descriptors: Problem Solving, Intelligent Tutoring Systems, Mathematics Education, Learning Processes
Marta K. Mielicki; Charles J. Fitzsimmons; Lauren K. Schiller; Dan Scheibe; Jennifer M. Taber; Pooja G. Sidney; Percival G. Matthews; Erika A. Waters; Karin G. Coifman; Clarissa A. Thompson – Grantee Submission, 2022
Visual displays, such as icon arrays and risk ladders, are often used to communicate numerical health information. Number lines improve reasoning with rational numbers but are seldom used in health contexts. College students solved ratio problems related to COVID-19 (e.g., number of deaths and number of cases) in one of four randomly-assigned…
Descriptors: Visual Aids, Health, Decision Making, Number Concepts
Rau, Martina A.; Aleven, Vincent; Rummel, Nikol – Grantee Submission, 2017
Prior research shows that representational competencies that enable students to use graphical representations to reason and solve tasks is key to learning in many science, technology, engineering, and mathematics (STEM) domains. We focus on two types of representational competencies: (1) "sense making" of connections by verbally…
Descriptors: Elementary School Students, Grade 3, Grade 4, Grade 5
