Mathability: Emulating and enhancing human mathematical capabilities

Bárányi, Péter; Gilányi, Attila

doi:10.1109/coginfocom.2013.6719309

Cited by 59 publications

(19 citation statements)

References 13 publications

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“…The evaluation of the eye movement parameters could serve as a support for measuring different abilities: from cognitive skills, learning strategies to complex task execution in the field of education. The modern ICT possibilities help achieve these findings using the advantages of VR and AR [24]- [28], mathability [29]- [34], gamification, project-based learning or cooperative methodologies [35]- [41] together with the possibilities of Cognitive Info-communications and similar emerging technologies [42]- [48].…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Eye-Movement Metrics ina Software DebbugingTask using GP3 Eye Tracker

Kővári¹,

Katona²,

Costescu³

2020

ACTA POLYTECH HUNG

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Teaching different programming subjects is an increasing challenge nowadays as because of growing user demands, the latest paradigms and technologies must be taught. Students in higher education now are of the age who were born into the digital world; however, the success of fulfilling programming courses is lagging behind. Humancomputer interface-based research has emerged in numerous fields of science recently, which could lead to the revolutionising of education. These interfaces could also help professors as a support system in transferring knowledge in a more efficient way besides supporting students acquiring adequate home learning methods. In this study, the applicability of eye movement tracking systems in respect of a programming task is examined, in which during the exploration and correction of the errors of an incorrectly functioning algorithm, the eye movement parameters are observed, recorded and evaluated. The test subjects participating in the research were divided into two groups according to some of their characteristic parameters, where the first group during debugging rather applied minor modifications and the more common technique of compile and run, which otherwise is also the most characteristic feature of students studying programming, while the members of the other group increased emphasis on analysing. In the statistic evaluation of the research, the parameters characteristic of the eye movement tracking of the two groups, as well as the efficiency of these groups were analysed. Based on the results, regarding the efficiency and the number of fixations, a significant difference could be shown between the two groups (U=22.5, Z=-2.236, p=0.025 (2-tailed), r=0.48) and (t(20)=2.507, p=0.021 (2-tailed), d=1.106), while concerning the duration of fixation and the saccade length, the difference shown was infinitesimal (t(20)=0.544, p=0.592 (2tailed), d=0.26) and (t(19.992)=1.965, p=0.063 (2-tailed), d=0.79).

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Section: Discussionmentioning

confidence: 99%

Evaluation of Eye-Movement Metrics ina Software DebbugingTask using GP3 Eye Tracker

Kővári¹,

Katona²,

Costescu³

2020

ACTA POLYTECH HUNG

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“…However, the original aims of the NCC seem to be misunderstood, and an undesired and unforeseen development can be identified. Computer problem-solving is restricted to programming and teaching programming in an extremely low number of classes, while the teaching of end-user knowledge is carried out exclusively by applying surface-based, low-mathability approaches (Baranyi and Gilányi 2013;Chmielewska et al 2016). A similar phenomenon can be observed and experienced in several other education systems as well, and can be proved by the existence of error-laden and errorprone documents and the financial losses derived from them (Teo and Tan 1999;Tort et al 2008;Panko 2008;Powell et al 2008Powell et al , 2009aPowell et al , 2009bAbraham and Erwig 2009;Kadijevich 2009Kadijevich , 2013Panko and Aurigemma 2010;Tort 2010;W2 2012;Jorgensen 2013;Kwak 2013;Garrett 2015).…”

Section: The Hungarian Public Education System (K-12)mentioning

confidence: 99%

“…This usage[mathability] has basically two forms: in some cases we use existing functions and methods provided by a system, and we apply these tools to solve the problems (low-mathability approach). Another possibility is, if we, based on existing means of the system, develop new programs and functions for solving new problems (high-mathability) (Baranyi and Gilányi 2013).…”

mentioning

confidence: 99%

Case study: Developing long-term knowledge with Sprego

et al. 2020

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In Hungary, K-12 informatics/computer science education focuses on mostly surfacebased methods. This approach can be observed in the teaching of several topics in the subject, of which we focus on spreadsheet management. This is further emphasized by regulatory documentsthe Hungarian National Core Curriculum and Hungarian Curriculum Frameworks-, where handling algorithms, calling schemata, and problem-solving in general are only assigned to the programming topic. In the process of fulfilling the requirements of the school curricula and the various tool-centered exams, students become familiar with the software interfaces and how to navigate them, instead of developing computational thinking skills and learning how to approach and solve real-world problems. Our educational system is based on a spiral teaching approach; therefore, spreadsheet management is taught throughout several grades in a small number of lessons. Prior research shows that students learning spreadsheet management with surface-approach methods do not build up a reliable knowledge structure. These students cannot solve problems in contexts differing to the ones in which they learned the topic and cannot use their surface navigation abilities in different software environments. Our research group focuses on spreadsheeting with an algorithm-building and problemsolving method at the center of the teaching-learning process. For this purpose, we have developed and introduced the Sprego (Spreadsheet Lego) methodology. Sprego is based on Pólya's four-step concept-based problem-solving approach, and its efficiency has already been proved compared to traditional low-mathability surface-approach methods. In the comparison of the low-and high-mathability approaches, several further questions arise, and amongst them one crucial aspect is how the different methods support the schemaconstruction and knowledge built up in long-term memory. In this paper we discuss this question using a delayed post-test that was carried out one year after the treatment period. We focused on the students' achievement both in the experimental (Sprego) and control (traditional surface-approaches) groups based on the methods used one year prior to the administration of the delayed post-test. The results show that students who learned the spreadsheet management topic with Sprego achieved significantly better scores on the delayed tests than those students who used low-mathability approaches.

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“…Since students work with and reuse general-purpose functions in Sprego to build up their algorithms throughout the topic, they experience less change in their learning and work environment and can progress more efficiently (Kátai et al 2016;Osztián et al 2017). Furthermore, this high-mathability (Baranyi and Gilanyi 2013;Biró and Csernoch 2015a, b;Chmielewska et al 2016; Csernoch and Biró 2015a) approach facilitates knowledge-transfer between different ICT topics, other sciences and school subjects (Csernoch 2019a, b). Students learn datamanagement through working with authentic data gathered and converted from the Internet (Biró and Csernoch 2017b; Csernoch and Dani 2017) from contexts that they are familiar with and interested in their everyday life.…”

Section: Spregomentioning

confidence: 99%

Sprego: case study on the effectiveness of teaching spreadsheet management with schema construction

2019

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In the modern, information driven society managing and handling data is unavoidable. The most common form of data handling is to organize data into tables and complete operations on them in spreadsheets. Sprego (Spreadsheet Lego) is a programmingoriented methodology focusing on schemata construction and authentic problemsolving working with only a limited number of general-purpose functions. In our current study the goal is to present Sprego as an alternative method for spreadsheeting, and to measure its effectiveness in education compared to the traditional surface approach methods. We also aim to highlight the advantages of teaching datamanagement, spreadsheeting, and introduction to programming by applying an algorithmic and schemata centric method in a user-friendly interface. The teaching and testing were carried out in three classes of a local middle and high school with two experimental and one control groups. Based on our results, it is found that the Sprego methodology is significantly more effective than the traditional surface approach methods. Furthermore, it is also proved, in accordance with similar studies in sciences, that students, who had studied traditional spreadsheet management in advance to this experience, have difficulties switching to Sprego. Although these students alternate between the two approaches, our measurements clearly prove that the traditional approach is pushed into the background, as students prefer to solve problems using Sprego. Our findings also imply that traditional methods do not develop long-lasting knowledge which students could rely on, and have a negative effect on their development, while Sprego seems much more reliable.

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Mathability: Emulating and enhancing human mathematical capabilities

Cited by 59 publications

References 13 publications

Evaluation of Eye-Movement Metrics ina Software DebbugingTask using GP3 Eye Tracker

Evaluation of Eye-Movement Metrics ina Software DebbugingTask using GP3 Eye Tracker

Case study: Developing long-term knowledge with Sprego

Sprego: case study on the effectiveness of teaching spreadsheet management with schema construction

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