Constraint-Referenced Analytics of Algebra Learning

Autor/inn/en	Sutherland, Scot M.; White, Tobin F.
Titel	Constraint-Referenced Analytics of Algebra Learning
Quelle	In: Journal of Learning Analytics, 3 (2016) 3, S.143-169 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Algebra; Learning Activities; Data Analysis; Cooperative Learning; Transformations (Mathematics); Handheld Devices; Technology Uses in Education; Mathematical Formulas; Secondary School Mathematics; Introductory Courses; High School Students; Difficulty Level; Cognitive Processes; Reliability + Suchen Sie Ihr Suchwort? Lernaktivität; Auswertung; Kooperatives Lernen; Transformationstheorie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematische Formel; Einführungskurs; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Reliabilität
Abstract	The development of the constraint-referenced analytics tool for monitoring algebra learning activities presented here came from the desire to firstly, take a more quantitative look at student responses in collaborative algebra activities, and secondly, to situate those activities in a more traditional introductory algebra setting focusing on procedural understanding. Procedural skill was analyzed by modeling the complexity of attempts to make equivalent transformations of algebraic expressions. The constraint-referenced analytics system uses log files of student inputs on a classroom network of handheld devices to measure success rate as students make attempts to replace one algebraic expression with another equivalent expression. The analytics engine produced psychometrically verifiable results. Moving averages of student performance revealed that when students experienced a period of struggle and persisted in attempting similar transformations, an apparent conceptual shift led to subsequent success. Students also responded to periods of struggle by switching to familiar tasks or choosing non-participation. (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: http://learning-analytics.info/journals/index.php/JLA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01