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AIED
2009
Springer

Intelligent Tutoring Systems with Multiple Representations and Self-Explanation Prompts Support Learning of Fractions

13 years 10 months ago
Intelligent Tutoring Systems with Multiple Representations and Self-Explanation Prompts Support Learning of Fractions
Although a solid understanding of fractions is foundational in mathematics, the concept of fractions remains a challenging one. Previous research suggests that multiple graphical representations (MGRs) may promote learning of fractions. Specifically, we hypothesized that providing students with MGRs of fractions, in addition to the conventional symbolic notation, leads to better learning outcomes as compared to instruction incorporating only one graphical representation. We anticipated, however, that MGRs would make the students’ task more challenging, since they must link the representations and distill from them a common concept or principle. Therefore, we hypothesized further that selfexplanation prompts would help students benefit from working with MGRs. To investigate these hypotheses, we conducted a classroom study in which 112 6th grade students used intelligent tutors for fraction conversion and fraction addition. The results of the study show that students learned more with ...
Martina A. Rau, Vincent Aleven, Nikol Rummel
Added 25 May 2010
Updated 25 May 2010
Type Conference
Year 2009
Where AIED
Authors Martina A. Rau, Vincent Aleven, Nikol Rummel
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