Electronic Algebra and Calculus Tutor
Modern undergraduates join science and engineering courses with poorer mathematical background than most contemporaries of the current faculty had when they were freshers. The problem is very acute in the United Kingdom but more and more countries adopt less resource intensive models of teaching and...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
International Institute of Informatics and Cybernetics
2012-06-01
|
| Series: | Journal of Systemics, Cybernetics and Informatics |
| Subjects: | |
| Online Access: | http://www.iiisci.org/Journal/CV$/sci/pdfs/HEA983PO.pdf
|
| _version_ | 1818344336284188672 |
|---|---|
| author | Larissa Fradkin Victor Zernov |
| author_facet | Larissa Fradkin Victor Zernov |
| author_sort | Larissa Fradkin |
| collection | DOAJ |
| description | Modern undergraduates join science and engineering courses with poorer mathematical background than most contemporaries of the current faculty had when they were freshers. The problem is very acute in the United Kingdom but more and more countries adopt less resource intensive models of teaching and the problem spreads. University tutors and lecturers spend more and more time covering the basics. However, most of them still rely on traditional methods of delivery which presuppose that learners have a good memory and considerable time to practice, so that they can memorize disjointed facts and discover for themselves various connections between the underlying concepts. These suppositions are particularly unrealistic when dealing with a large number of undergraduates who are ordinary learners with limited mathematics background. The first author has developed a teaching system that allows such adult learners achieve relatively deep learning of mathematics – and remarkably quickly – through a teacher-guided (often called Socratic) dialog, which aims at the frequent reinforcement of basic mathematical abstractions through Eulerian sequencing. These ideas have been applied to create a prototype of a Cognitive Mathematics Tutoring System aimed at teaching basic mathematics to University freshers., an electronic Personal Algebra and Calculus Tutor (e- PACT). |
| first_indexed | 2024-12-13T16:44:51Z |
| format | Article |
| id | doaj.art-d5a18cf958164c219f18acb1ada14393 |
| institution | Directory Open Access Journal |
| issn | 1690-4524 |
| language | English |
| last_indexed | 2024-12-13T16:44:51Z |
| publishDate | 2012-06-01 |
| publisher | International Institute of Informatics and Cybernetics |
| record_format | Article |
| series | Journal of Systemics, Cybernetics and Informatics |
| spelling | doaj.art-d5a18cf958164c219f18acb1ada143932022-12-21T23:38:11ZengInternational Institute of Informatics and CyberneticsJournal of Systemics, Cybernetics and Informatics1690-45242012-06-01103104110Electronic Algebra and Calculus TutorLarissa Fradkin0Victor Zernov1 Sound Mathematics Ltd. Sound Mathematics Ltd. Modern undergraduates join science and engineering courses with poorer mathematical background than most contemporaries of the current faculty had when they were freshers. The problem is very acute in the United Kingdom but more and more countries adopt less resource intensive models of teaching and the problem spreads. University tutors and lecturers spend more and more time covering the basics. However, most of them still rely on traditional methods of delivery which presuppose that learners have a good memory and considerable time to practice, so that they can memorize disjointed facts and discover for themselves various connections between the underlying concepts. These suppositions are particularly unrealistic when dealing with a large number of undergraduates who are ordinary learners with limited mathematics background. The first author has developed a teaching system that allows such adult learners achieve relatively deep learning of mathematics – and remarkably quickly – through a teacher-guided (often called Socratic) dialog, which aims at the frequent reinforcement of basic mathematical abstractions through Eulerian sequencing. These ideas have been applied to create a prototype of a Cognitive Mathematics Tutoring System aimed at teaching basic mathematics to University freshers., an electronic Personal Algebra and Calculus Tutor (e- PACT).http://www.iiisci.org/Journal/CV$/sci/pdfs/HEA983PO.pdf Socratic DialogEulerian SequencingCognitive TutorUndergraduate Mathematics |
| spellingShingle | Larissa Fradkin Victor Zernov Electronic Algebra and Calculus Tutor Journal of Systemics, Cybernetics and Informatics Socratic Dialog Eulerian Sequencing Cognitive Tutor Undergraduate Mathematics |
| title | Electronic Algebra and Calculus Tutor |
| title_full | Electronic Algebra and Calculus Tutor |
| title_fullStr | Electronic Algebra and Calculus Tutor |
| title_full_unstemmed | Electronic Algebra and Calculus Tutor |
| title_short | Electronic Algebra and Calculus Tutor |
| title_sort | electronic algebra and calculus tutor |
| topic | Socratic Dialog Eulerian Sequencing Cognitive Tutor Undergraduate Mathematics |
| url | http://www.iiisci.org/Journal/CV$/sci/pdfs/HEA983PO.pdf
|
| work_keys_str_mv | AT larissafradkin electronicalgebraandcalculustutor AT victorzernov electronicalgebraandcalculustutor |