Design and Development of Personalized Computer-Based Instruction in Mathematics Word Problems
PROCEEDINGS
Pei-Lin Liu, Qin Chen, Ling Yang, Heng-Yu Ku, University of Northern Colorado, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Most educational software in mathematics still focus on the traditional "drill and practice" approach and seldom incorporate any strategies into the instructional programs. This demonstration will present the process of designing and developing a personalized computer-based instructional program in mathematics word problems and discuss the implications of utilizing personalization strategy into the instructional program.
Citation
Liu, P.L., Chen, Q., Yang, L. & Ku, H.Y. (2003). Design and Development of Personalized Computer-Based Instruction in Mathematics Word Problems. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 2925-2926). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/18596/.
Keywords
References
View References & Citations Map- Choi, J-I, & Hannafin, M. (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology Research and Development, 43(2), 53-69.
- Davis-Dorsey, J., Ross, S.M., & Morrison, G.R. (1991). The role of rewording and context personalization in the solving of mathematical word problems. Journal of Educational Psychology, 83(1), 61-68.
- Hart, J.M. (1996). The effect of personalized word problems. Teaching Children Mathematics, 2(8), 504-505.
- Lopez, C.L., & Sullivan, H.J. (1991). Effects of personalized math instruction for Hispanic students. Contemporary Educational Psychology, 16(1), 95-100.
- Lopez, C.L., & Sullivan, H.J. (1992). Effect of personalization of instructional context on the achievement and attitudes of Hispanic students. Educational Technology Research and Development, 40(4), 5-13.
- Mayer, R.E. (1982). Memory for algebra story problems. Journal of Educational Psychology, 74(2), 199-216.
- National Assessment of Educational Progress. (1992). NAEP 1992 mathematics report card for the nation and the states. Washington, DC: National Center for Education Statistics. Report No. 23-ST02. Acknowledgements
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References