简单的学习环境可以提高数学推理能力

Mitchell J. Nathan
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引用次数: 11

摘要

动画,一个交互式的计算机动画为基础的导师,已开发作为一个正在进行的测试的一部分,理论的文字问题的理解。导师的反馈是不引人注目的和解释性的:在一个情境的方程驱动动画中的意外行为突出了学生通过迭代调试解决的方程错误。学生有学习、目标设定和诊断的责任。有运动问题的实验对照(n = 96)表明,改善不能仅仅归功于练习、计算机使用或使用基于情境的方法。学生(n = 7)在两天内解决运动、工作和投资问题(在测试前-测试后设计中),并发的有声思考协议揭示了这些改进背后的具体变化。ANIMATE是一个有效的解决问题的辅助工具,并且有学习迁移。中等水平的受试者(测试后得分在77%到85%之间)能够识别不可能情境的问题,但高水平的受试者会盲目地解决问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A simple learning environment improves mathematical reasoning
Abstract ANIMATE, an interactive computer animation-based tutor, has been developed as part of an on-going test of a theory of word problem comprehension. Tutor feedback is unobtrusive and interpretive: unexpected behavior in the equation-driven animation of a situation highlights equation errors which the student resolves through iterative debugging. The student has responsibility for learning, goal-setting and diagnosis. Experimental controls (n = 96) with Motion problems show that improvement cannot be solely attributed to practice, computer use, or use of the situation-based method. Concurrent think-aloud protocols of students (n = 7) solving Motion, Work and Investment problems over two days (in a pretest-posttest design) uncover specific changes which underlie these improvements. ANIMATE is an effective problem-solving aid, and there is transfer of learning. Problems with impossible situations were acknowledged by median-level subjects (posttest scores between 77% and 85%), but solved blindly by hig...
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