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Teachers’ Opinions about Intelligent Tutoring System Prepared for Improving Problem Solving Skills of Students

Yıl 2015, Special Issue 2015 II, 84 - 98, 01.12.2015
https://doi.org/10.17275/per.15.spi.2.11

Öz

The plenary aim of mathematics education is to bring in mathematical knowledge and skills that are required by daily life to the individual, to teach him problem solving and to bring in him a way of thinking that handles incidents including s problem-solving approach. For this reason, problem solving skills have an important place among the mathematical skills. That problem solving keeps an important place in the overall objectives of mathematics course has carried this issue to the centre of mathematics curriculum at multiple levels starting from primary school. Indeed, NCTM standards, as well, indicate that problem solving skills are needed to be primarily in mathematics teaching (NCTM, 2000). For the solution process of problems, Polya (1957) recommends a framework that contains the stages of understanding the problem, selecting a strategy for the solution, the implementation of the strategy and the evaluation of the solution. The purpose of this study is to evaluate the intelligent tutoring system called as ARTIMAT with the opinions of teachers in terms of contribution to problem solving skills and academic achievements of the students. ARTIMAT, which has been prepared according to Pólya’s problem solving steps. In this study case study design which is one of the qualitative research methods was adopted. The  implementation,  which was  conducted  in order  to  evaluate the  system,  has been performed with 5 teachers in an Anatolian High School. ARTIMAT system has been implemented for three weeks for two  hours  in each  week  in computer  lab  and in  a  way that  each  teacher has  used his/her own computer. Data was collected administering a questionnaire contained open-ended questions. Descriptive analyses technique was administered on the collected data. In this study presents findings and results of the interviews collected from the participant teachers

Destekleyen Kurum

Acknowledgement: This research is supported by The Scientific and Technological Research Council of Turkey (TUBITAK)

Kaynakça

  • Aqda, M. F., Hamidi, F., & Rahimi, M. (2011). The comparative effect of computer- aided instruction and traditional teaching on student’s creativity in math classes. Procedia Computer Science, 3, 266-270. doi:10.1016/j.procs.2010.12.045
  • Baykul, Y. (2004). Teaching mathematics in pimary education. Ankara: Pegem A Publishing. ISBN 978-605-364-342-5.
  • Blatchford, P., Bassett, P., & Brown, P. (2011). Examining the effect of class size on classroom engagement and teacher-pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools. Learning and Instruction, 21, 715-730. doi:10.1016/j.learninstruc.2011.04.001
  • Bransford, J. D., & Stein, B. S. (1993). The ideal problem solver (2nd ed.). New York: Freeman. Cai, J. (2003). Singaporean students mathematical thinking in problem solving and problem posing: An exploratory study. International Journal of Mathematical Education in Science and Technology, 34(5), 719-737. doi: 10.1080/00207390310001595401
  • Chen, C. J., & Liu, P. L. (2007). Personalized computer-assisted mathematics problem-solving program and its impact on Taiwanese students. Journal of Computers in Mathematics and Science Teaching, 26(2), 105-121. ISSN 0731-9258
  • Chen, T., Mdyunus, A., Ali, W.Z.W., & Bakar, A. (2008). Utilization of intelligent tutoring system in mathematics learning. International Journal of Education and Development Using Information and Communication Technology, 4(4), 50-63. ISSN: 1814-0556
  • Chingos, M. M. (2012). The impact of a universal class-size reduction policy: Evidence from Florida’s statewide mandate. Economics of Education Review, 31 (5), 543-562. doi: 10.1016/j.econedurev.2012.03.002
  • De Corte, E., Verschaffel, L. & Masui, C. (2004). The CLIA-model: A framework for designing powerful leaming environments for thinking and problem solving. European Journal of Psychology of Education, 19(4), 365-384.
  • Gooding, S. (2009). Children's difficulties with mathematical word problems. Proceedings of the British Society for Research into Learning Mathematics, 29(3), 31-36.
  • Greer, B. (1997). Modelling reality in mathematics classrooms: The case of word problems. Learning and Instruction, 7(4), 293–307. doi:10.1016/S0959-4752(97)00006-6
  • Hoffman, B., & Spatariu, A. (2008). The influence of self-efficacy and metacognitive prompting on math problem-solving efficiency. Contemporary Educational Psychology, 33, 875-893. doi:10.1016/j.cedpsych.2007.07.002
  • Huang, T.H., Liu, Y.C., & Chang, H.C. (2012). Learning achievement in solving word-based mathematical questions through a computer-assisted learning system. Educational Technology & Society, 15(1), 248–259. ISSN 1436-4522
  • Jacobse, A.E., & Harskamp, E.G. (2009). Student-controlled metacognitive training for solving word problems in primary school mathematics. Educational Research and Evaluation, 15(5),447-463. doi:10.1080/13803610903444519.
  • Jaques, P., Rubi G., & Seffrin, H. (2012, October). Evaluating different strategies to teach algebra with an intelligent equation solver, VII. Latin American Conference on Learning Objects and Technologies, Universidad Austral de Chile Instituto de Informatica, Equador.
  • Jeremic, Z., Jovanovic, J., & Gasevic, D. (2012). Student modeling and assessment in intelligent tutoring of software patterns. Expert Systems with Application, 39, 210-222. doi:10.1016/j.eswa.2011.07.010.
  • Karataş, İ., & Güven, B. (2004). 8. Sınıf öğrencilerinin problem çözme becerilerinin belirlenmesi: Bir özel durum çalışması. Milli Eğitim Dergisi, 163, 132-143.
  • Kilpatrick, J. (1985). A restrospective account of the past 25 years of research on teaching mathematical problem solving. Teaching and learning mathematical problem solving: Multiple research perpectives. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
  • Li, Q., & Ma, X. (2010). A meta-analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review, 22(3), 215-244. ISSN-1040-726X.
  • Lee, T.-H., Shen, P.-D., & Tsai, C.-W. (2008). Applying web-enabled problem-based learning and self-regulated learning to add value to computing education in Taiwan’s vocational schools. Educational Technology & Society, 11(3), 13-25. ISSN 1436-4522.
  • Lopez-Morteo, & G., Lopez, G. (2007). Computer support for learning mathematic: A learning environment based on recreational learning objects. Computers & Education, 48, 618-641. doi:10.1016/j.compedu.2005.04.014.
  • McLaren, B.M., Scheuer, O., & Miksatko, J. (2010). Supporting collaborative learning and e-discussions using artificial intelligence techniques. International Journal of Artificial Intelligence in Education, 20, 1-46. doi: 10.3233/JAI-2010-0001.
  • MEB. (2013). Ortaöğretim matematik dersi (9, 10, 11 ve 12. sınıflar) öğretim programı. Ankara: TTKB.
  • Merriënboer, J.J.G.v. (2013). Perspectives on problem solving and instruction. Computers & Education, 64, 153-160. doi:10.1016/j.compedu.2012.11.025
  • Molnar, G., Greiff, S., & Csapo, B. (2013), Inductive reasoning, domain specific and complex problem solving: relations and development. Thinking Skills and Creativity, 9, 35-45. doi:10.1016/j.tsc.2013.03.002.
  • Nancarrow, M. (2004). Exploration of metacognition and non-routine problem based mathematics instruction on undergraduate student problem solving success. (Unpublished doctoral dissertation). The Florida State University, Florida.
  • NCTM (2000). Principals and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics Publishing.
  • Nosegbe, I. C. (2001). Middle school students’ sense making of their solutions to mathematical word problems. India: Indiana University Press.
  • Pólya, G. (1957). How to solve it? Princeton, NJ: Princeton University Press.
  • Reusser, K., & Stebler, R. (1997). Every word problem has a solution: The social rationality of mathematical modeling in schools. Learning and Instruction, 7(4), 309-327. doi:10.1016/S0959-4752(97)00014-5.
  • Rowe, J. P., Shores, L. R., Mott, B. W., & Lester, J.C. (2011). Integrating learning, problem solving, and engagement in narrative-centered learning environment. International Journal of Artificial Intelligence in Education, 21(1), 115-133.
  • Soylu, Y., & Soylu, C. (2006). Matematik derslerinde başarıya giden yolda problem çözmenin rolü. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 7(11), 97–111.
  • Tambychik, T., & Meerah, T. (2010). Students’ difficulties in mathematics problem-solving: What do they say?, Procedia Social and Behavioral Sciences, 8, 142-151. doi:10.1016/j.sbspro.2010.12.020.
Yıl 2015, Special Issue 2015 II, 84 - 98, 01.12.2015
https://doi.org/10.17275/per.15.spi.2.11

Öz

Kaynakça

  • Aqda, M. F., Hamidi, F., & Rahimi, M. (2011). The comparative effect of computer- aided instruction and traditional teaching on student’s creativity in math classes. Procedia Computer Science, 3, 266-270. doi:10.1016/j.procs.2010.12.045
  • Baykul, Y. (2004). Teaching mathematics in pimary education. Ankara: Pegem A Publishing. ISBN 978-605-364-342-5.
  • Blatchford, P., Bassett, P., & Brown, P. (2011). Examining the effect of class size on classroom engagement and teacher-pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools. Learning and Instruction, 21, 715-730. doi:10.1016/j.learninstruc.2011.04.001
  • Bransford, J. D., & Stein, B. S. (1993). The ideal problem solver (2nd ed.). New York: Freeman. Cai, J. (2003). Singaporean students mathematical thinking in problem solving and problem posing: An exploratory study. International Journal of Mathematical Education in Science and Technology, 34(5), 719-737. doi: 10.1080/00207390310001595401
  • Chen, C. J., & Liu, P. L. (2007). Personalized computer-assisted mathematics problem-solving program and its impact on Taiwanese students. Journal of Computers in Mathematics and Science Teaching, 26(2), 105-121. ISSN 0731-9258
  • Chen, T., Mdyunus, A., Ali, W.Z.W., & Bakar, A. (2008). Utilization of intelligent tutoring system in mathematics learning. International Journal of Education and Development Using Information and Communication Technology, 4(4), 50-63. ISSN: 1814-0556
  • Chingos, M. M. (2012). The impact of a universal class-size reduction policy: Evidence from Florida’s statewide mandate. Economics of Education Review, 31 (5), 543-562. doi: 10.1016/j.econedurev.2012.03.002
  • De Corte, E., Verschaffel, L. & Masui, C. (2004). The CLIA-model: A framework for designing powerful leaming environments for thinking and problem solving. European Journal of Psychology of Education, 19(4), 365-384.
  • Gooding, S. (2009). Children's difficulties with mathematical word problems. Proceedings of the British Society for Research into Learning Mathematics, 29(3), 31-36.
  • Greer, B. (1997). Modelling reality in mathematics classrooms: The case of word problems. Learning and Instruction, 7(4), 293–307. doi:10.1016/S0959-4752(97)00006-6
  • Hoffman, B., & Spatariu, A. (2008). The influence of self-efficacy and metacognitive prompting on math problem-solving efficiency. Contemporary Educational Psychology, 33, 875-893. doi:10.1016/j.cedpsych.2007.07.002
  • Huang, T.H., Liu, Y.C., & Chang, H.C. (2012). Learning achievement in solving word-based mathematical questions through a computer-assisted learning system. Educational Technology & Society, 15(1), 248–259. ISSN 1436-4522
  • Jacobse, A.E., & Harskamp, E.G. (2009). Student-controlled metacognitive training for solving word problems in primary school mathematics. Educational Research and Evaluation, 15(5),447-463. doi:10.1080/13803610903444519.
  • Jaques, P., Rubi G., & Seffrin, H. (2012, October). Evaluating different strategies to teach algebra with an intelligent equation solver, VII. Latin American Conference on Learning Objects and Technologies, Universidad Austral de Chile Instituto de Informatica, Equador.
  • Jeremic, Z., Jovanovic, J., & Gasevic, D. (2012). Student modeling and assessment in intelligent tutoring of software patterns. Expert Systems with Application, 39, 210-222. doi:10.1016/j.eswa.2011.07.010.
  • Karataş, İ., & Güven, B. (2004). 8. Sınıf öğrencilerinin problem çözme becerilerinin belirlenmesi: Bir özel durum çalışması. Milli Eğitim Dergisi, 163, 132-143.
  • Kilpatrick, J. (1985). A restrospective account of the past 25 years of research on teaching mathematical problem solving. Teaching and learning mathematical problem solving: Multiple research perpectives. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
  • Li, Q., & Ma, X. (2010). A meta-analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review, 22(3), 215-244. ISSN-1040-726X.
  • Lee, T.-H., Shen, P.-D., & Tsai, C.-W. (2008). Applying web-enabled problem-based learning and self-regulated learning to add value to computing education in Taiwan’s vocational schools. Educational Technology & Society, 11(3), 13-25. ISSN 1436-4522.
  • Lopez-Morteo, & G., Lopez, G. (2007). Computer support for learning mathematic: A learning environment based on recreational learning objects. Computers & Education, 48, 618-641. doi:10.1016/j.compedu.2005.04.014.
  • McLaren, B.M., Scheuer, O., & Miksatko, J. (2010). Supporting collaborative learning and e-discussions using artificial intelligence techniques. International Journal of Artificial Intelligence in Education, 20, 1-46. doi: 10.3233/JAI-2010-0001.
  • MEB. (2013). Ortaöğretim matematik dersi (9, 10, 11 ve 12. sınıflar) öğretim programı. Ankara: TTKB.
  • Merriënboer, J.J.G.v. (2013). Perspectives on problem solving and instruction. Computers & Education, 64, 153-160. doi:10.1016/j.compedu.2012.11.025
  • Molnar, G., Greiff, S., & Csapo, B. (2013), Inductive reasoning, domain specific and complex problem solving: relations and development. Thinking Skills and Creativity, 9, 35-45. doi:10.1016/j.tsc.2013.03.002.
  • Nancarrow, M. (2004). Exploration of metacognition and non-routine problem based mathematics instruction on undergraduate student problem solving success. (Unpublished doctoral dissertation). The Florida State University, Florida.
  • NCTM (2000). Principals and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics Publishing.
  • Nosegbe, I. C. (2001). Middle school students’ sense making of their solutions to mathematical word problems. India: Indiana University Press.
  • Pólya, G. (1957). How to solve it? Princeton, NJ: Princeton University Press.
  • Reusser, K., & Stebler, R. (1997). Every word problem has a solution: The social rationality of mathematical modeling in schools. Learning and Instruction, 7(4), 309-327. doi:10.1016/S0959-4752(97)00014-5.
  • Rowe, J. P., Shores, L. R., Mott, B. W., & Lester, J.C. (2011). Integrating learning, problem solving, and engagement in narrative-centered learning environment. International Journal of Artificial Intelligence in Education, 21(1), 115-133.
  • Soylu, Y., & Soylu, C. (2006). Matematik derslerinde başarıya giden yolda problem çözmenin rolü. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 7(11), 97–111.
  • Tambychik, T., & Meerah, T. (2010). Students’ difficulties in mathematics problem-solving: What do they say?, Procedia Social and Behavioral Sciences, 8, 142-151. doi:10.1016/j.sbspro.2010.12.020.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Research Articles
Yazarlar

Ali Kürşat Erümit

Vasif Vagıfoğlu Nabiyev Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2015
Kabul Tarihi 30 Ekim 2015
Yayımlandığı Sayı Yıl 2015 Special Issue 2015 II

Kaynak Göster

APA Erümit, A. K., & Nabiyev, V. V. (2015). Teachers’ Opinions about Intelligent Tutoring System Prepared for Improving Problem Solving Skills of Students. Participatory Educational Research, 2(5), 84-98. https://doi.org/10.17275/per.15.spi.2.11