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...