Paradoxical Simulations to Enhance Education in Mathematics

Cheong, Kang Hao; Koh, Jin; Yeo, Darren J.; Tan, Zong Xuan; Boo, Brenda Oon Eng; Lee, Guan Ying

doi:10.1109/access.2019.2892742

Cited by 20 publications

(9 citation statements)

References 64 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In a DLE, automatic assessment systems can enhance problem-solving skills through interactive feedbacks and reflection on one's mistakes [56]. Very recently, there are growing experiences of innovative technologies such as artificial intelligence [57], gamification [57], augmented or virtual reality [58,59], automated questions generation [54], virtual laboratory and simulations [60,61], enhancing DLEs for problem solving.…”

Section: Doing and Assessing Problem Solving With Technologiesmentioning

confidence: 99%

Self-Assessment in the Development of Mathematical Problem-Solving Skills

2022

View full text Add to dashboard Cite

Self-assessment, in the education framework, is a methodology that motivates students to play an active role in reviewing their performance. It is defined as “the evaluation or judgment of ‘the worth’ of one’s performance and the identification of one’s strengths and weaknesses with a view to improving one’s learning outcomes”. The goal of this research is to study the relationship between self-assessment and the development and improvement of problem-solving skills in Mathematics. In particular, the investigation focuses on how accurate the students’ self-evaluations are when compared to external ones, and if (and how) the accuracy in self-assessment changed among the various processes involved in the problem-solving activity. Participants are grade 11 students (in all 182 participants) in school year 2020/2021 who were asked to solve 8 real-world mathematical problems using an Advanced Computing Environment (ACE). Each problem was assessed by a tutor and self-assessed by students themselves, according to a shared rubric with five indicators: Comprehension of the problematic situation, identification of the solving strategy, development of the solving process, argumentation of the chosen strategy, and appropriate and effective use of the ACE. Through a quantitative analysis, students’ self-assessment and tutors’ assessment were compared; data were cross-checked with students’ answers to a questionnaire. The results show a general correlation between tutor assessment and self-assessment, with a tendency of students to underestimate their performance. Moreover, students were more precise in self-assessing in the indicators: Development of the solving process and use of the ACE, while they had major difficulties in self-assessment for the indicators: Comprehension of the problematic situation and argumentation.

show abstract

Section: Doing and Assessing Problem Solving With Technologiesmentioning

confidence: 99%

Self-Assessment in the Development of Mathematical Problem-Solving Skills

2022

View full text Add to dashboard Cite

show abstract

“…Gamification in education can be applied to progress from the traditional classroom setting towards a more engaging environment for students to learn in [15]. Examples are the application of gamification in a virtual lab setting, adaptive learning or flipped classroom settings [15][16][17]. Gamification in education has shown to have positive results, however, incorporating game-elements in varying educational contexts remains a labourintensive and challenging process and long-term effectiveness remains unknown [13][14][15].…”

Section: Gamificationmentioning

confidence: 99%

Investigating the Influence of Personalised Gamification on Mobile Survey User Experience

et al. 2021

View full text Add to dashboard Cite

Gamification in healthcare has shown to increase user motivation and treatment adherence. Personalisation strategies have the potential to create sustainable health change and user motivation. In striving for personalisation, surveys are often used as an easy tool to collect information about the user. But lengthy surveys are often tedious and demotivating, provoking bad respondent behaviour which results in a loss of data quality. Gamified surveys can enhance respondent behaviour but are labour-intensive to develop. This study explores the effect of a re-usable mobile survey application, using personalised gamification, on user experience. In an A/B study setting with 28 participants, The Hexad Player Type Framework is used to determine the player type of the user and personalise the survey accordingly. Results have shown that the overall user experience of the gamified application is higher than the traditional survey and 37.5% of gamified users perceived the duration of the survey as shorter than the actual time, compared to 20% of the respondents of the traditional survey. No significant difference in data quality has been detected, as loss in data quality remained limited in both versions. Future work should explore the influence of more elaborate game elements in a larger population.

show abstract

“…Teoretiske perspektiver og tidligere forskning Forskning påpeker at mange studenter oppfatter emner med sannsynlighet og statistikk som en samling formler de skal pugge (Cheong et al, 2019). Ren memorering kan gå på bekostning av det å utvikle forståelse for faget og det å vaere opptatt av hva som laeres (Gilje et al, 2018).…”

Section: Bakgrunn Og Problemstillingunclassified

Lærerstudenters bruk av Monte Carlo-simulering for å løse oppgaver om sannsynlighet: En analyse av 16 gruppebesvarelser

Imenes

Bjarnø

Hatlevik

2021

ADNO

View full text Add to dashboard Cite

Programmering er tatt inn i den nye læreplanen for matematikk i grunnskolen i Norge. Det betyr at lærerstudenter har behov for å få erfaring med å løse matematiske problemer gjennom programmering. I matematikkfaget på lærerutdanninga for 1.–7. trinn ble det laga et undervisningsopplegg som omfatta opplæring i sannsynlighet og Monte Carlo-simulering med programmering i Excel med Visual Basic for Applications (VBA). Arbeidskravet innebar bruk av Monte Carlo-simulering for å løse Chevalier de Méré-problemet og Monty Hall-problemet. I etterkant av studentenes arbeid ble det utforma en NSD-godkjent studie. Utvalget i denne studien er 16 studentgruppers besvarelser på arbeidskravet knytta til dette undervisningsopplegget innen dataprogrammering i matematikkfaget. Et funn fra studien er at småfeil kan skape store problemer ettersom mange studenter ikke klarer å vurdere hvor fornuftige de svarene programmet gir er. I tillegg gir manglende systematikk feilsvar. Men i de tilfellene der studentene klarer å programmere rett, hjelpes de til å løse Chevalier de Méré-problemet. Vi finner også at studentene kan få hjelp av manuell Monte Carlo-simulering for å løse Monty Hall-problemet, gitt at denne gir tallverdier som ligger nært forventningsverdien (p = 2/3), mens i de tilfellene hvor tallverdiene ligger langt unna forventningsverdien kan det virke forvirrende. Det er fordeler og ulemper med både manuell og digital Monte Carlo-simulering, og det ser ut til at lærerstudenter kan ha nytte av å løse oppgaver ved hjelp av begge metoder. For å få det beste læringsutbyttet er det avgjørende at læreren velger gode og relevante oppgaver, som gjør at studentene både ser nytten av simuleringa, og også har en viss mulighet til å kontrollere svaret, slik at ikke tilfeldighet under simuleringa og programmeringsfeil bidrar til forvirring.

show abstract

Paradoxical Simulations to Enhance Education in Mathematics

Cited by 20 publications

References 64 publications

Self-Assessment in the Development of Mathematical Problem-Solving Skills

Self-Assessment in the Development of Mathematical Problem-Solving Skills

Investigating the Influence of Personalised Gamification on Mobile Survey User Experience

Lærerstudenters bruk av Monte Carlo-simulering for å løse oppgaver om sannsynlighet: En analyse av 16 gruppebesvarelser

Contact Info

Product

Resources

About