Computer-aided diagnosis and remediation in fractions

Abstract

Computer has been introduced for use as an artificial intelligence to analyse data in the area of education. Educationists have found that computer has not only help their work more efficiently but also it can generate information which has not been encountered before. The use of computer is not considered new in education but using it to analyse the cognitive thinking processes of students is quite scarce in mathematics education. This research study was conducted in line with Ashlock, Brown, Burton and Van-Lehn on the analysis of error patterns. The objectives of the present study are to develop an automated computer system for diagnosis and remediation and to construct a conceptual model of remediation in fractions. The initial stage of the project began with the construction of an instrument to investigate the subjects' performances in fractions. The items were based on a set of 13 objectives on the 4 operations of fractions. The test was administered to 3000 subjects who were classified as below average in fractions. The test was readministered after a week later. The responses of the subjects were analysed and systematic errors were classified. The items were based on a set of 13 objectives on the 4 operations of fractions. The test was administered to 3000 subjects who were classified as below average in fractions. The test was readministered after a week later. The responses of the subjects were analysed and systematic errors were classified. An automated computer system for diagnosis and remediation in the 4 operations of fractions was developed. It consisted of three subsystems viz. (a) diagnostic system of errors, (b) tutorial system for remediation, and (c) automated generation of text materials for remediation. To accompany the computer system for diagnosis and remediation a conceptual model on remediation of fractions was developed which was based on the hypothetical remedial activities.