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Designing an Interactive Tutoring Tool for Improving Mathematical Skills

  • Despina Lepenioti
  • Stella Vosniadou
  • Christina Alexandris
Part of the Communications in Computer and Information Science book series (CCIS, volume 435)

Abstract

Based on the developmental transitions proposed by Stafylidou and Vosniadou (2004), three training sessions were created using the Cognitive Tutor Authoring Tools. The purpose was to compare the effects of two external representations on fraction understanding and interpretation, compared to a control group that received no training. The participants in the experimental groups were trained in creating external and symbolic representations for fractions using pies or number lines. Results indicated that participants in the experimental groups had greater improvement from pretest to post-test than the control group. The number line experimental group had greater improvement in tasks testing fraction equivalence and fraction interpretation as measure than the pie experimental group. Based on the results of the classroom experiment and the resulting User Requirements, the proposed interface was further reinforced with various sessions concerning fraction operations, including addition and subtraction. Special emphasis was placed on user-friendly and ergonomic interaction.

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Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  • Despina Lepenioti
    • 1
  • Stella Vosniadou
    • 1
  • Christina Alexandris
    • 2
  1. 1.Department of Philosophy and History of ScienceNational and Kapodistrian University of AthensAthensGreece
  2. 2.Department of German Language and LiteratureSchool of Philosophy National and Kapodistrian University of AthensAthensGreece

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