Um arcabouço que enfatiza a retroação a contextos de erro na solução de problemas

Marczal, Diego; Direne, Alexandre

doi:10.5753/rbie.2011.19.01.63

Cited by 3 publications

(5 citation statements)

References 13 publications

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“…To discuss classification of errors present in the literature were chosen authors (Radatz, 1979); (Vergnaud, 1986); (Movshovitz-hadar and Zaslavsky, 1987); (Peng and Luo, 2009), which had in their research subject, the study of the mathematical error. From the cited authors, an error categorization was organized and presented by Leite, Pimentel and Oliveira (2011), with the following nomenclature: (1) misinterpretation of language, (2) directly identifiable, (3) indirectly identifiable and (4) non-categorizable solution.…”

Section: Methodsmentioning

confidence: 99%

“…The analysis of mathematical errors is a great challenge, once specific knowledge of the content as well as the factors that originated them are required. The variety and the complexity of mathematical errors demand specific knowledge, fact that makes this task more difficult in regard of error classification (Peng and Luo, 2009). Nowadays, mathematical error is considered a natural stage on knowledge construction (Fiori and Zuccheri, 2005); (Peng and Luo, 2009), ie, it is a common phenomenon in the scholar trajectory of the student, wich is independent of age and/or performance level.ned the manuscript must be appropriately modified.…”

Section: Introductionmentioning

confidence: 99%

“…The classification of an error can become an enhancer agent in the acquisition of a concept by the student when applied in the proper way. Some studies applied to Learning Objects (LO) as (Marczal and Direne, 2011); (Bazzo et al, 2011); (Leite et al, 2011); (Leite et al, 2012) have already discussed this issue and presented some approaches, so that the error can assist the learner in the learning process.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Multiple External Representations in Remediation of Math Errors

Leite¹,

Marczal²,

Pimentel³

2013

Proceedings of the 15th International Conference on Enterprise Information Systems

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The proposition of error remediation is a widely used feature in Intelligent Tutoring Systems, but the use of Multiple External Representations to assist it, is a research subject. This paper presents (or discuss) the use of Multiple External Representations contribution in error remediation in Learning Objects. To perform this study, we present an architectural model, a conceptual framework for mathematical error classification and Multiple External Representations, using a cognitive remediation for errors. Following is presented the application of contextual remediation of error based on Multiple External Representations in a Learning Object. And finally, we present the performance of students during the application of an experiment consisting of the following steps: pre-test, test and post-test.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Multiple External Representations in Remediation of Math Errors

Leite¹,

Marczal²,

Pimentel³

2013

Proceedings of the 15th International Conference on Enterprise Information Systems

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“…A capacidade de retroagir ao contexto exato do erro cometido pelo estudante é uma funcionalidade diferenciada de ADAPTFARMA (Marczal & Direne, 2011), quando comparada a ferramentas similares, pois dá oportunidade ao professor de identificar os passos equivocados feitos pelo estudante para então lidar apropriadamente com as causas do erro. Além disso, ADAPTFARMA permite ao professor ver uma interação completa do estudante com a ferramenta em ordem cronológica, na forma de uma timeline.…”

Section: O Software Adaptfarmaunclassified

Adaptabilidade de Objetos de Aprendizagem usando Calibragem e Sequenciamento Adaptativo de Exercícios

Silva¹,

Direne²,

Marczal³

et al. 2018

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Resumo Este trabalho aborda questões teóricas e de implementação de um arcabouço para a construção e execução de Abstract The work approaches theoretical and implementation issues of a framework for creating and executing Learning Objects (LOs) where problem-solving tasks are ordered according to the matching of two parameters, both calculated automatically: (1) student skill level and (2) problem solution difficulty. They are formally defined as algebraic expressions. The definition of skill level is achieved through a rating-based measure that resembles the ones of game mastery scales, while the solution difficulty is based on mistakes and successes of learners to deal with the problem. An empirical study based on existing students data demonstrated the suitability of the formulas.Besides, the motivational aspects of learning are considered in depth. In this sense, it is important to propose activities according to the student's level of expertise, which is achieved through presenting students with exercises that are compatible with the difficulty degree of their cognitive skills. Also, the results of an experiment conducted with four highschool classes using the framework for the domain of logarithmic properties are presented.

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“…These aspects contributed to the completon and validaton of the present study, as they facilitated the implementaton of the architecture for mathematcal error remediaton based on MERs (Marczal & Direne, 2011).…”

Section: Vol 4(3) 2014 Pp 159mentioning

confidence: 99%

A Conceptual Framework to use Remediation of Errors Based on Multiple External Remediation Applied to Learning Objects

Leite

Marczal

Pimentel

et al. 2014

J. Technol. Sci. Educ.

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In this paper, some of the concepts behind Intelligent Tutoring Systems (ITSs) are used to elaborate a conceptual framework for error remediaton with multple external representatons (MERs) applied to learning objects (LOs). For this purpose, we have developed an LO for teaching the Pythagorean Theorem. This study analyzes the process of error remediaton by classifying mathematcal errors and provides support for the use of MERs in this process. The main objectve of the conceptual framework is to assist the individual learner when rectfying a mistake made during interacton with the LO, due to either carelessness or lack of knowledge. First, we will classify mathematcal errors and explain their relatonship with MERs. Then, the concepts behind the conceptual framework will be presented. Finally, we will discuss an experiment with an LO developed with an authoring tool called FARMA, in which the conceptual framework is used to teach the Pythagorean Theorem.

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Um arcabouço que enfatiza a retroação a contextos de erro na solução de problemas

Cited by 3 publications

References 13 publications

Multiple External Representations in Remediation of Math Errors

Multiple External Representations in Remediation of Math Errors

Adaptabilidade de Objetos de Aprendizagem usando Calibragem e Sequenciamento Adaptativo de Exercícios

A Conceptual Framework to use Remediation of Errors Based on Multiple External Remediation Applied to Learning Objects

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