Buradasınız

Anasayfa » Content

A CONCEPTUAL FRAMEWORK FOR ERROR REMEDIATION WITH MULTIPLE EXTERNAL REPRESENTATIONS APPLIED TO LEARNING OBJECTS

Journal Name:

  • Journal of Technology and Science Education

Publication Year:

  • 2014
DOI: 
htp://dx.doi.org/10.3926/jotse.111

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
In this paper, some of the concepts behind Intelligent Tutoring Systems (ITSs) are used to elaborate a conceptual framework for error remediaton with multple external representatons (MERs) applied to learning objects (LOs). For this purpose, we have developed an LO for teaching the Pythagorean Theorem. This study analyzes the process of error remediaton by classifying mathematcal errors and provides support for the use of MERs in this process. The main objectve of the conceptual framework is to assist the individual learner when rectfying a mistake made during interacton with the LO, due to either carelessness or lack of knowledge. First, we will classify mathematcal errors and explain their relatonship with MERs. Then, the concepts behind the conceptual framework will be presented. Finally, we will discuss an experiment with an LO developed with an authoring tool called FARMA, in which the conceptual framework is used to teach the Pythagorean Theorem.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastirmax-conceptual-framework-error-remediation-multiple-external-representations-applied-learning-objects.pdf
  • 3
155
166
  • English

REFERENCES

References: 

Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multple representatons.
Learning and Instructon, 16(3), 83-198. htp://dx.doi.org/10.1016/j.learninstruc.2006.03.001
Ainsworth, S. (2008). The educatonal value of multple representatons when learning complex scientfc
concepts. Theory and Practce in Science Educaton, 191-208. htp://dx.doi.org/10.1007/978-1-4020-5267-5_9
Cleeremans, A., & Jimenez, L. (2002). Implicit Learning and Consciousness: A Graded, Dynamic Perspectve.
Psychology Press.
Fiori, C., & Zuccheri, L. (2005). An experimental research on error paterns in writen subtracton. Journal
Educatonal Studies in Mathematcs, 3(60), 323-331. htp://dx.doi.org/10.1007/s10649-005-7530-6
Leite, M.D., Pimentel, A.R., & Pietruchinski, M.H. (2012). Remediação de erros baseada em Múltplas
Representações Externas e classifcação de erros aplicada a objetos de aprendizagem inteligentes. Anais do 23o
Simpósio Brasileiro de Informátca na Educação-SBIE. Rio de Janeiro.
Leite, M.D., Marczal, D., & Pimentel, A.R. (2013). Multple External Representatons in Remediaton of Math
Errors. 15th Internatonal Conference on Enterprise Informaton Systems, 2013, Angers, France. 1, 540-544.
Lucas, J.M. (1974). Overgeneraton in learning to read. Annual Meetng of the American Educatonal Research
Associaton. 15-19, April.
Marczal, D., & Direne, A.I. (2011). Um arcabouço que enfatza a retroação a contextos de erro na solução de
problemas. Revista Brasileira de Informátca na Educação, 19(63), 19-27.
Movshovitz-Hadar, N., & Zaslavsky, O. (1987). An empirical classifcaton model for errors in hight school
mathematcs. Journal for Research in Mathematcs Educaton, 18(1), 3-14. htp://dx.doi.org/10.2307/749532
Peng, A., & Luo, Z. (2009). A framework for examining mathematcs teacher knowledge as used in error
analysis. For the Learning of Mathematcs, 29(3), 22-25.
Radatz, H. (1979). Error Analysis in Mathematcs Educaton. Journal for Research in Mathematcs Educaton,
10(2), 163-172. htp://dx.doi.org/10.2307/748804
Ramos, G.S. (2010). Detecção e remediação de erros na generalização de conceitos matemátcos por meio de
sistemas tutores inteligentes. Dissertação de Mestrado em Informátca – Departamento de Informátca, UFPR.
Self, J.A. (1999). The defning characteristcs of intelligent tutoring systems research: ITSs care, precisely.
Internatonal Journal of Artfcial Intelligence in Educaton, 10, 350-364.
Silva, R.M.D., & Fernandez, M.A. (2007). Recursos informátcos projetados para o ensino de ciências: bases
epistemológicas implicadas na construção e desenvolvimento de objetos de aprendizagem. In C.I. Prata &
A.C.A.A. Nascimento, Objetos de Aprendizagem: uma proposta de recurso pedagógico. Brasília: MEC, SEED.
Retrived from: htp://www.RIVED.mec.gov.br/artgos/livro.pdf.
Vanlehn, K. (1987). Learning one subprocedure per lesson. Artfcial Intelligence, 31(1), 1-40.
htp://dx.doi.org/10.1016/0004-3702(87)90080-4
Vergnaud, G. (1986). Psicologia do desenvolvimento cognitvo e didáctca das matematcas. Un exemplo: as
estruturas aditvas. Análise Psicológica, 1(5), 76-90.

Thank you for copying data from http://www.arastirmax.com