Providing Personalized Guidance in Arithmetic Problem Solving

Date
2014
Authors
Arevalillo-Herraez, M.
Arnau, D.
Marco-Gimenez, L.
Gonzalez-Calero, J. A.
Moreno-Picot, S.
Moreno-Clari, P.
Ayesh, Aladdin, 1972-
Santos, O. C.
Boticario, J.
Saneiro, M.
Journal Title
Journal ISSN
ISSN
DOI
Volume Title
Publisher
UMAP Workshops
Peer reviewed
Yes
Abstract
Supervising a student's resolution of an arithmetic word problem is a cumbersome task. Di erent students may use di erent lines of reasoning to reach the nal 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.
Description
Keywords
Arithmetic teaching, Personalization, Adaptation, Intelligent Tutoring System, Word Problem Solving
Citation
Arevalillo-Herraez, M. et al. (2014) Providing Personalized Guidance in Arithmetic Problem Solving. UMAP Workshops. pp. 42–48
Research Institute
Cyber Technology Institute (CTI)
Institute of Artificial Intelligence (IAI)