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The Effects of Live Problem Solving in an Internet Based Mathematics Tutorial System
Abstract
Mathematics is an interactive domain where students have to evaluate and produce expressions. During learning the evaluation process is cognitively taxing so it hinders the learning process which is to help students acquire the ability to analyze the given data to find behavioral patterns. Cognitive tools emerged to assist students by performing operations like addition and subtraction for students so that they can focus on their learning goals (van Jooligan, 1999). On the other hand, modeling components attempt to identify types of student errors to better focus on them. This paper presents an Interactive Mathematical Tutorial System that performs complex calculations based on student inputs in addition to having a Mirror Modeler (2002) which mimics the process students follow when they solve questions in order to reproduce their errors. Results show that interaction with a mathematical tutor is highly productive for all problem types while the modeler is only useful in some cases.
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