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Integrating Explicit Problem-Solving Teaching Into ActiveMath

Integrating Explicit Problem-Solving Teaching Into ActiveMath. By MD PHOLO. Presentation Organization. Background Problem statement Literature Review Proposed methodology Conclusion. Background. World has changed into a knowledge- and technology-based society.

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Integrating Explicit Problem-Solving Teaching Into ActiveMath

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  1. Integrating Explicit Problem-Solving Teaching Into ActiveMath By MD PHOLO

  2. Presentation Organization Background Problem statement Literature Review Proposed methodology Conclusion

  3. Background World has changed into a knowledge- and technology-based society.  higher-level skills required from workers. Problem-solving = one of needed skills. As a consequence, education is being reformed to addresses the need for high-level problem-solving skills.

  4. Problem students at the Tshwane University of Technology struggle with programming.

  5. Research Question “How to use an Intelligent Tutoring System to help TUT students improve their problem-solving skills?”

  6. Literature review Tutoring • One-to-one human tutoring: more effective than other educational methods • greater motivation • faster learning • better understanding • Reasons: • active knowledge acquisition • tailored to tutee • Instantaneous feedback

  7. Literature review (continued) E-tutoring • = form of tutoring that happens through the Internet. • Requires an “e-tutor”  • Ideally, one tutor for one tutee, • HARDLY FEASIBLE. • Solution: completely virtual tutor

  8. Literature review (continued) Intelligent Tutoring Systems = software systems that mimic human tutors made of four modules

  9. Literature review (continued) ActiveMath an open source, web-based ITS Pedagogical rules + instructional content entered in system by teacher for example. Content is then presented to learners based on pedagogical rules + student’s profile and abilities.

  10. Proposed Methodology Grounded Theory • Induces theory from data • Data gathering • Semi-structured/Structured interviews • Open coding •  identifying, naming, categorizing and describing phenomena found in text • Axial coding • relating codes • Selective Coding • choosing one core category

  11. Proposed Methodology (continued) Implementation • Incorporate explicit teaching and assessment of problem-solving skills in ITS • Based on theory from GT • Using fuzzy logic

  12. Benefits Help TUT students achieve higher pass rates in programming subjects Provide problem-solving skills that are critical to today’s information-led world.

  13. Questions? Hopefully not… 

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