Refuting Misconceptions: Computer Tutors for Fraction Arithmetic
Fractions, known to be difficult for both children and adults, are especially prone to misconceptions and erroneous strategy selection. The present study investigated whether a computer tutor improves fraction arithmetic performance in adults and if supplementing problem solving with erroneous examp...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
PsychOpen GOLD/ Leibniz Insitute for Psychology
2020-12-01
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| Series: | Journal of Numerical Cognition |
| Subjects: | |
| Online Access: | https://jnc.psychopen.eu/index.php/jnc/article/view/310 |
| _version_ | 1797970984469266432 |
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| author | Sabrina M. Di Lonardo Burr Heather Douglas Maria Vorobeva Kasia Muldner |
| author_facet | Sabrina M. Di Lonardo Burr Heather Douglas Maria Vorobeva Kasia Muldner |
| author_sort | Sabrina M. Di Lonardo Burr |
| collection | DOAJ |
| description | Fractions, known to be difficult for both children and adults, are especially prone to misconceptions and erroneous strategy selection. The present study investigated whether a computer tutor improves fraction arithmetic performance in adults and if supplementing problem solving with erroneous examples is more beneficial than problem solving alone. Seventy-five undergraduates solved fraction arithmetic problems using a computer tutoring system we designed. In a between-subjects design, 39 participants worked with a problem-solving tutor that was supplemented with erroneous examples and 36 participants worked with a traditional problem-solving tutor. Both tutors provided hints and feedback. Overall, participants improved after the tutoring interventions, but there were no significant differences in gains made by the two conditions. For students with low prior knowledge about fraction arithmetic, the numerical gains were higher in the erroneous-example group than the problem-solving group, but this effect was not significant. Thus, computer tutors are useful tools for improving fraction knowledge. While erroneous examples may be particularly beneficial for students with low prior knowledge who may hold more misconceptions, more research is needed to make this conclusion. |
| first_indexed | 2024-04-11T03:25:33Z |
| format | Article |
| id | doaj.art-2e096535a5ac492c8df48a97ba11da03 |
| institution | Directory Open Access Journal |
| issn | 2363-8761 |
| language | English |
| last_indexed | 2024-04-11T03:25:33Z |
| publishDate | 2020-12-01 |
| publisher | PsychOpen GOLD/ Leibniz Insitute for Psychology |
| record_format | Article |
| series | Journal of Numerical Cognition |
| spelling | doaj.art-2e096535a5ac492c8df48a97ba11da032023-01-02T07:33:33ZengPsychOpen GOLD/ Leibniz Insitute for PsychologyJournal of Numerical Cognition2363-87612020-12-016335537710.5964/jnc.v6i3.310jnc.v6i3.310Refuting Misconceptions: Computer Tutors for Fraction ArithmeticSabrina M. Di Lonardo Burr0Heather Douglas1Maria Vorobeva2Kasia Muldner3Department of Cognitive Science, Carleton University, Ottawa, ON, CanadaDepartment of Cognitive Science, Carleton University, Ottawa, ON, CanadaDepartment of Cognitive Science, Carleton University, Ottawa, ON, CanadaDepartment of Cognitive Science, Carleton University, Ottawa, ON, CanadaFractions, known to be difficult for both children and adults, are especially prone to misconceptions and erroneous strategy selection. The present study investigated whether a computer tutor improves fraction arithmetic performance in adults and if supplementing problem solving with erroneous examples is more beneficial than problem solving alone. Seventy-five undergraduates solved fraction arithmetic problems using a computer tutoring system we designed. In a between-subjects design, 39 participants worked with a problem-solving tutor that was supplemented with erroneous examples and 36 participants worked with a traditional problem-solving tutor. Both tutors provided hints and feedback. Overall, participants improved after the tutoring interventions, but there were no significant differences in gains made by the two conditions. For students with low prior knowledge about fraction arithmetic, the numerical gains were higher in the erroneous-example group than the problem-solving group, but this effect was not significant. Thus, computer tutors are useful tools for improving fraction knowledge. While erroneous examples may be particularly beneficial for students with low prior knowledge who may hold more misconceptions, more research is needed to make this conclusion.https://jnc.psychopen.eu/index.php/jnc/article/view/310fractionsfraction misconceptionseducational technologyexample-tracing tutor |
| spellingShingle | Sabrina M. Di Lonardo Burr Heather Douglas Maria Vorobeva Kasia Muldner Refuting Misconceptions: Computer Tutors for Fraction Arithmetic Journal of Numerical Cognition fractions fraction misconceptions educational technology example-tracing tutor |
| title | Refuting Misconceptions: Computer Tutors for Fraction Arithmetic |
| title_full | Refuting Misconceptions: Computer Tutors for Fraction Arithmetic |
| title_fullStr | Refuting Misconceptions: Computer Tutors for Fraction Arithmetic |
| title_full_unstemmed | Refuting Misconceptions: Computer Tutors for Fraction Arithmetic |
| title_short | Refuting Misconceptions: Computer Tutors for Fraction Arithmetic |
| title_sort | refuting misconceptions computer tutors for fraction arithmetic |
| topic | fractions fraction misconceptions educational technology example-tracing tutor |
| url | https://jnc.psychopen.eu/index.php/jnc/article/view/310 |
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