Abstract
In this paper, we propose a new model for learning mathematical concepts which cannot develop informally. This is a “middle-out“ approach in which the objects of the system can be mapped both to formal knowledge and to real-life problems. We hypothesize that the key process which governs the acquisition of knowledge within such learning systems is reasoning with mental models, which we hold to be similar to the acquisition of basic mathematical constructs in non-school settings. The paper reports the development of a system for learning negative numbers and a study in which two pairs of students were exposed to that system.
Original language | English |
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Title of host publication | Intelligent Tutoring Systems - 2nd International Conference, ITS 1992, Proceedings |
Editors | Claude Frasson, Gilles Gauthier, Gordon I. McCalla |
Publisher | Springer Verlag |
Pages | 286-293 |
Number of pages | 8 |
ISBN (Print) | 9783540556060 |
DOIs | |
State | Published - 1992 |
Externally published | Yes |
Event | 2nd International Conference on Intelligent Tutoring Systems, ITS 1992 - Montreal, Canada Duration: 10 Jun 1992 → 12 Jun 1992 |
Publication series
Name | Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) |
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Volume | 608 LNCS |
ISSN (Print) | 0302-9743 |
ISSN (Electronic) | 1611-3349 |
Conference
Conference | 2nd International Conference on Intelligent Tutoring Systems, ITS 1992 |
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Country/Territory | Canada |
City | Montreal |
Period | 10/06/92 → 12/06/92 |
Bibliographical note
Publisher Copyright:© 1992, Springer Verlag. All rights reserved.