Computer-assisted learning for mathematical problem solving
Computers & Education Volume 46, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd
Previous computer-assisted problem-solving systems have incorporated all the problem-solving steps within a single stage, making it difficult to diagnose stages at which errors occurred when a student encounters difficulties, and imposing a too-high cognitive load on students in their problem solving. This study proposes a computer-assisted system named MathCAL, whose design is based on four problem-solving stages: (1) understanding the problem, (2) making a plan, (3) executing the plan and (4) reviewing the solution. A sample of one hundred and thirty fifth-grade students (aged 11 years old) completed a range of elementary school mathematical problems and empirically demonstrated. The results showed MathCAL to be effective in improving the performance of students with lower problem solving ability. This evaluation allowed us to address the problem of whether the assistances in various stages help students with their problem solving. These assistances improve students’ problem-solving skills in each stage.
Chang, K.E., Sung, Y.T. & Lin, S.F. (2006). Computer-assisted learning for mathematical problem solving. Computers & Education, 46(2), 140-151. Elsevier Ltd.
Cited ByView References & Citations Map
A comparison study of web-based and traditional instruction on pre-service teachers’ knowledge of fractions
Cheng-Yao Lin, Southern Illinois University Carbondale, United States
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 3 (September 2009) pp. 257–279
Murat Kahveci & Yesim Imamoglu, Bogazici University, Turkey
Journal of Computers in Mathematics and Science Teaching Vol. 26, No. 2 (April 2007) pp. 137–153
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.