The Effect of an Intelligent Tutor on Math Problem-Solving of Students with Learning Disabilities [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Ma, Xiaojun; Xin, Yan Ping; Tzur, Ron; Si, Luo; Yang, Xuan; Park, Joo Y.; Liu, Jia; Ding, Rui
Titel	The Effect of an Intelligent Tutor on Math Problem-Solving of Students with Learning Disabilities [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Technology; Technology Uses in Education; Learning Disabilities; Problem Solving; Mathematics Instruction; Mathematics Skills; Intelligent Tutoring Systems; Special Education; Word Problems (Mathematics); Grade 3; Elementary School Students; Urban Schools + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning handicap; Lernbehinderung; Problemlösen; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Intelligentes Tutorsystem; Special needs education; Sonderpädagogik; Sonderschulwesen; Textaufgabe; School year 03; 3. Schuljahr; Schuljahr 03; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Reform-based math instruction calls for students' construction of conceptual understanding, solving challenging problems and explanation of reasoning. However, existing literature shows that students with learning disabilities (LD) easily get lost in reform-based instruction. As an outcome of collaborative work between math education and special education in instructing students with LD, we have developed an intelligent tutor (PGBM-COMPS) to nurture multiplicative reasoning of students with LD. The intelligent tutor dynamically models individual student's evolving conceptions and recommends tasks to promote her/his advancement to a higher level in the learning trajectory and solve complex word problems using mathematical model equations. This study evaluated the effect of this intelligent tutor on improving multiplicative reasoning and problem solving of students with LD. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01