Semantic Features of Math Problems: Relationships to Student Learning and Engagement [Konferenzbericht] Paper presented at the Annual International Conference on Educational Data Mining (9th, Raleigh, NC, Jun 29-Jul 2, 2016).

Autor/inn/en	Slater, Stefan; Baker, Ryan; Ocumpaugh, Jaclyn; Inventado, Paul; Scupelli, Peter; Heffernan, Neil
Titel	Semantic Features of Math Problems: Relationships to Student Learning and Engagement [Konferenzbericht] Paper presented at the Annual International Conference on Educational Data Mining (9th, Raleigh, NC, Jun 29-Jul 2, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Semantics; Mathematical Applications; Teacher Developed Materials; Correlation; Learning; Learner Engagement; Intelligent Tutoring Systems; Metadata; Middle School Students; Middle School Teachers; Mathematics Instruction + Suchen Sie Ihr Suchwort? Semantik; Angewandte Mathematik; Innermathematische Anwendung; Korrelation; Lernen; Intelligentes Tutorsystem; Metadaten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht
Abstract	The creation of crowd-sourced content in learning systems is a powerful method for adapting learning systems to the needs of a range of teachers in a range of domains, but the quality of this content can vary. This study explores linguistic differences in teacher-created problem content in ASSISTments using a combination of discovery with models and correlation mining. Specifically, we find correlations between semantic features of mathematics problems and indicators of learning and engagement, suggesting promising areas for future work on problem design. We also discuss limitations of semantic tagging tools within mathematics domains and ways of addressing these limitations. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01