Abstract
Our tutoring system for fraction addition uses dynamic pictorial representations that reflect student-inputted quantities. However, students had difficulty interpreting the pictorial feedback. Surprisingly, we found that including symbolic numbers with the pictures decreased performance. We hypothesize that students’ difficulty may stem from insufficient domain knowledge, or insufficient metacognitive skills to use conceptual knowledge to check their work.
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© 2013 Springer-Verlag Berlin Heidelberg
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Stampfer, E., Koedinger, K.R. (2013). Conceptual Scaffolding to Check One’s Procedures. In: Lane, H.C., Yacef, K., Mostow, J., Pavlik, P. (eds) Artificial Intelligence in Education. AIED 2013. Lecture Notes in Computer Science(), vol 7926. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-39112-5_145
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DOI: https://doi.org/10.1007/978-3-642-39112-5_145
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-39111-8
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