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Conrad Borchers; Paulo F. Carvalho; Meng Xia; Pinyang Liu; Kenneth R. Koedinger; Vincent Aleven – Grantee Submission, 2023
In numerous studies, intelligent tutoring systems (ITSs) have proven effective in helping students learn mathematics. Prior work posits that their effectiveness derives from efficiently providing eventually-correct practice opportunities. Yet, there is little empirical evidence on how learning processes with ITSs compare to other forms of…
Descriptors: Problem Solving, Intelligent Tutoring Systems, Mathematics Education, Learning Processes
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Burhan Ogut; Blue Webb; Juanita Hicks; Ruhan Circi; Michelle Yin – Grantee Submission, 2024
In this study, we explore the application of process mining techniques on assessment log data to explore problem-solving strategies in Algebra. By analyzing sequences of student activities, we demonstrate the significant potential of process mining in identifying problem-solving strategies that lead to successful and unsuccessful outcomes. Our…
Descriptors: Mathematics Skills, Problem Solving, Learning Analytics, Algebra
Powell, Sarah R.; Urrutia, Vanessa Y.; Berry, Katherine A.; Barnes, Marcia A. – Grantee Submission, 2022
In mathematics, the expectation to set up and solve word problems emerges as early as kindergarten; however, many students who experience mathematics difficulty (MD) and dual-language learners often present with specific challenges in this area. To investigate why these populations experience word-problem difficulty, we examined the word, problem…
Descriptors: Word Problems (Mathematics), Problem Solving, Mathematics Instruction, Learning Problems
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Allison S. Liu; Kirk Vanacore; Erin Ottmar – Grantee Submission, 2022
Feedback in educational technologies can teach and engage students in math, but questions remain on how to present failure feedback that supports positive learning behaviors. We explore how error- and reward-based feedback influenced students' choices to replay completed problems in "From Here to There!," a math game-based educational…
Descriptors: Educational Technology, Technology Uses in Education, Feedback (Response), Failure
Sidney, Pooja G.; Thalluri, Rajaa; Buerke, Morgan L.; Thompson, Clarissa A. – Grantee Submission, 2018
Adults use a variety of strategies to reason about fraction magnitudes, and this variability is adaptive. In two studies, we examined the relationships between mathematics anxiety, working memory, strategy variability and performance on two fraction tasks: fraction magnitude "comparison" and "estimation." Adults with higher…
Descriptors: Adults, Fractions, Mathematics Anxiety, Short Term Memory
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Hallinen, Nicole R.; Booth, Julie L. – Grantee Submission, 2018
5th graders (n=527) were randomly assigned to self-explain worked examples (WE) or solve problems during a yearlong study. WE students learned more algebra skills when given algebra worked examples on an end-of-year transfer measure. Comparing attempts, conceptual, and mechanical correctness by condition, results demonstrated that the condition…
Descriptors: Grade 5, Transfer of Training, Algebra, Elementary School Students
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Braithwaite, David W.; Pyke, Aryn A.; Siegler, Robert S. – Grantee Submission, 2017
Many children fail to master fraction arithmetic even after years of instruction, a failure that hinders their learning of more advanced mathematics as well as their occupational success. To test hypotheses about why children have so many difficulties in this area, we created a computational model of fraction arithmetic learning and presented it…
Descriptors: Arithmetic, Computation, Models, Mathematics Instruction
Metcalfe, Janet – Grantee Submission, 2017
Although error avoidance during learning appears to be the rule in American classrooms, laboratory studies suggest that it may be a counterproductive strategy, at least for neurologically typical students. Experimental investigations indicate that errorful learning followed by corrective feedback is beneficial to learning. Interestingly, the…
Descriptors: Error Patterns, Error Correction, Feedback (Response), Educational Benefits
Bottge, Brian A.; Cohen, Allan S.; Choi, Hye-Jeong – Grantee Submission, 2017
In this article, we describe results of a reanalysis of two randomized studies that tested the effects of enhanced anchored instruction (EAI) on the fractions computation performance of students in special education resource rooms and inclusive mathematics classrooms. Latent class analysis and latent transition analysis classified students…
Descriptors: Mathematics Instruction, Intervention, Resource Room Programs, Inclusion
Wang, Yutao; Heffernan, Neil T.; Heffernan, Cristina – Grantee Submission, 2015
The well-studied Baker et al., affect detectors on boredom, frustration, confusion and engagement concentration with ASSISTments dataset were used to predict state tests scores, college enrollment, and even whether a student majored in a STEM field. In this paper, we present three attempts to improve upon current affect detectors. The first…
Descriptors: Majors (Students), Affective Behavior, Psychological Patterns, Predictor Variables
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Olsen, Jennifer K.; Rummel, Nikol; Aleven, Vincent – Grantee Submission, 2015
To learn from an error, students must correct the error by engaging in sense-making activities around the error. Past work has looked at how supporting collaboration around errors affects learning. This paper attempts to shed further light on the role that collaboration can play in the process of overcoming an error. We found that good…
Descriptors: Intelligent Tutoring Systems, Educational Technology, Technology Uses in Education, Cooperative Learning
Barbieri, Christina; Booth, Julie L. – Grantee Submission, 2016
Middle school algebra students (N = 125) randomly assigned within classroom to a Problem-solving control group, a Correct worked examples control group, or an Incorrect worked examples group, completed an experimental classroom study to assess the differential effects of incorrect examples versus the two control groups on students' algebra…
Descriptors: Middle School Students, Algebra, Secondary School Mathematics, Randomized Controlled Trials