Providing personalized guidance in arithmetic problem solving

Miguel Arevalillo-Herráez, David Arnau, Luis Marco-Giménez, José A. González-Calero, Salvador Moreno-Picot, Paloma Moreno-Clari, Aladdin Ayesh, Olga C. Santos, Jesús G. Boticario, Mar Saneiro, Sergio Salmeron-Majadas, Raúl Cabestrero, Pilar Quirós

Research output: Contribution to journalConference articlepeer-review

8 Citations (Scopus)

Abstract

Supervising a student's resolution of an arithmetic word problem is a cumbersome task. Different students may use different lines of reasoning to reach the final solution, and the assistance provided should be consistent with the resolution path that the student has in mind. In addition, further learning gains can be achieved if the previous student's background is also considered in the process. In this paper, we outline a relatively simple method to adapt the hints given by an Intelligent Tutoring System to the line of reasoning that the student is currently following. We also outline possible extensions to build a model of the student's most relevant skills, by tracking user's actions.

Original languageEnglish
Pages (from-to)42-48
Number of pages7
JournalCEUR Workshop Proceedings
Volume1181
Publication statusPublished - 2014
Externally publishedYes
EventWorkshop of the 22nd Conference on User Modeling, Adaptation, and Personalization, UMAP 2014 - Co-located with the 22nd Conference on User Modeling, Adaptation, and Personalization, UMAP 2014 - Aalborg, Denmark
Duration: 7 Jul 201411 Jul 2014

Keywords

  • Adaptation
  • Arithmetic teaching
  • Intelligent tutoring system
  • Personalization
  • Word problem solving

Fingerprint

Dive into the research topics of 'Providing personalized guidance in arithmetic problem solving'. Together they form a unique fingerprint.

Cite this