An Intelligent Tutor-Assisted Mathematics Intervention Program for Students With Learning Difficulties

2016 ◽  
Vol 40 (1) ◽  
pp. 4-16 ◽  
Author(s):  
Yan Ping Xin ◽  
Ron Tzur ◽  
Casey Hord ◽  
Jia Liu ◽  
Joo Young Park ◽  
...  
Keyword(s):  
Problem Solving ◽  
Intervention Program ◽  
The United States ◽  
Computer Assisted ◽  
Students With Learning Disabilities ◽  
Mathematics Intervention ◽  
Problem Solving Skills ◽  
Mathematics Standards ◽  
Assisted Instruction ◽  
Intelligent Tutor

The Common Core Mathematics Standards have raised expectations for schools and students in the United States. These standards demand much deeper content knowledge from teachers of mathematics and their students. Given the increasingly diverse student population in today’s classrooms and shortage of qualified special education teachers, computer-assisted instruction may provide supplementary support, in conjunction with the core mathematics instruction, for meeting the needs of students with different learning profiles. The purpose of this study was to explore the potential effects of the Please Go Bring Me-Conceptual Model-Based Problem Solving (PGBM-COMPS) intelligent tutor program on enhancing the multiplicative problem-solving skills of students with learning disabilities or difficulties in mathematics.

Diagramming and Algebraic Word Problem Solving for Secondary Students With Learning Disabilities

2018 ◽  
Vol 54 (4) ◽  
pp. 212-218
Author(s):  
Gloria A. Carcoba Falomir
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Problem Solving ◽  
Secondary Students ◽  
Word Problem ◽  
Conceptual Knowledge ◽  
The United States ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Problem Solving Skills

Algebra is considered an important high school course because it is recognized as the gateway to higher mathematics, college opportunities, and well-paying jobs. In the United States, most secondary schools require students to be proficient in algebra to be able to graduate from high school. One major component of algebra is word problem solving, which is used in algebra courses to teach students mathematical modeling and applied problem-solving skills. However, word problem solving is often a significantly challenging area for students with learning disabilities because it involves computing mathematical equations and implementing a myriad of cognitive processes that require conceptual knowledge. Diagrams are considered an effective and powerful visualization strategy because they help students see the hidden mathematical structure of the problem. The use of diagrams is recommended as students work toward more complex math concepts in middle school and high school.

scholarly journals Efforts to Improve Problem Solving Skills and Critical Thinking Skills Through Problem-Based Integrated Computer Assisted Instruction (CAI) in Vocational Education

2021 ◽  
Vol 4 (4) ◽  
pp. 111-117
Author(s):  
Rizky Ema Wulansari ◽  
Rahmat Azis Nabawi
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Problem Solving Skills ◽  
Research Hypothesis ◽  
Assisted Instruction

Based on research conducted by PISA, the ability to solve problems and think critically of Indonesian students is still below the average score set by PISA. Problem based learning is one of the learning models recommended by the Ministry of Education and Culture to be applied in improving these abilities. However, the lack of problem-based learning that has been applied so far is the lack of use of media that can be used as support in learning activities, resulting in inconsistencies in the impact of problem-based learning in improving student skills. The importance of these skills for students to have in this era of the industrial revolution 4.0, makes educators have to be more creative and innovative in implementing learning. Therefore, this study aims at seeing efforts to improve problem solving skills and critical thinking skills through problem based integrated computer assisted instruction (CAI). This study used a quasi-experimental pre-test and post-test control group design. The population in this study were undergraduate students of Mechanical Engineering Education, Padang State University. The instrument used in this research is a questionnaire which is used to see students' problem solving and critical thinking skills. The data analysis technique in this study is in accordance with the research hypothesis, where research hypotheses 1 and 2 use independent sample t-test and research hypothesis 3 uses MANCOVA. The research covered by his study is in line with higher education's continuing search for effective SCL approaches

scholarly journals Development of Problems-Based Computer Assisted Instruction on Waste Material and Its Effect on Students Problem Solving Ability

2019 ◽  
Vol 3 (1) ◽  
pp. 11-19
Author(s):  
Iyoh Maspiroh ◽  
Bambang Subali
Keyword(s):  
Problem Solving ◽  
Waste Material ◽  
Computer Assisted Instruction ◽  
Traditional Learning ◽  
Computer Assisted ◽  
Problem Solving Skills ◽  
Significance Level ◽  
Practice Problem ◽  
Biology Learning ◽  
Assisted Instruction

This study aimed to develop problems-based computer-assisted instruction in biology learning on waste material and its effectiveness on the ability of learners to solve the problem. This research was adapted from the model of development that includes ADDIE analyze, design, develop, implement, and evaluate. Test subjects in this study were the students of grade X at SMA Negeri 1 Magelang. Data were collected through questionnaires, observations, and test of problem-solving skills. The results showed that computer-assisted instruction effectively used to practice problem-solving. This was seen in the mode and the mean on experimental class higher than the control class. It was also seen at Anacova test followed by t-test at the 0.05 significance level result that media used in the experimental class were able to show better achievement than traditional learning in control class.

Assessing Collaborative Behavior in Students

2016 ◽  
Vol 32 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Katarina Krkovic ◽  
Sascha Wüstenberg ◽  
Samuel Greiff
Keyword(s):  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Seventh Graders ◽  
Computer Assisted ◽  
Personality Tests ◽  
Problem Solving Skills ◽  
Knowledge Application ◽  
Computer Agent ◽  
Collaborative Behavior ◽  
Confirmatory Factor

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.

scholarly journals AN INTERNATIONAL COMPARISON OF INCOME DISPARITIES BY PROBLEM-SOLVING SKILLS, GENDER, AND AGE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S4-S5
Author(s):  
Nader Mehri ◽  
Takashi Yamashita ◽  
Roberto Millar ◽  
Phyllis Cummins
Keyword(s):  
Problem Solving ◽  
Northern Ireland ◽  
Adult Life ◽  
Developed Countries ◽  
Income Group ◽  
The United States ◽  
Policy And Practice ◽  
Problem Solving Skills ◽  
Persistent Problem ◽  
Income Disparities

Abstract Income disparities by gender have been a persistent problem in economically-developed countries for decades, with income gaps often widening over the adult life course. We use data from the 2012 Program for the International Assessment of Adult Competencies (PIAAC) to examine relationships among problem solving skills in technology-rich environments (PSTRE), income, sex, and age in Australia, Canada, England/Northern Ireland and the United States. Women age 35 to 44 in the middle-to-high (i.e., 50th - 75th percentile) income group had significantly higher PSTRE scores than their male counterparts in Australia and Canada. For the same income group, women ages 55 to 65 had significantly higher. PSTRE scores than men in Canada and England/Northern Ireland. These results suggest that women with similar skills lagged their male counterparts in income in specific sub-populations in specific countries. We provide possible explanations for these differences and conclude with implications for policy and practice.

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