Improving feedback in elementary mathematics autograders
Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, February 2015.
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| Format: | Thesis |
| Language: | eng |
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Massachusetts Institute of Technology
2016
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| Online Access: | http://hdl.handle.net/1721.1/100676 |
| _version_ | 1826206762887282688 |
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| author | Greene, Stephanie Denise Carter |
| author2 | Patrick H. Winston. |
| author_facet | Patrick H. Winston. Greene, Stephanie Denise Carter |
| author_sort | Greene, Stephanie Denise Carter |
| collection | MIT |
| description | Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, February 2015. |
| first_indexed | 2024-09-23T13:37:52Z |
| format | Thesis |
| id | mit-1721.1/100676 |
| institution | Massachusetts Institute of Technology |
| language | eng |
| last_indexed | 2024-09-23T13:37:52Z |
| publishDate | 2016 |
| publisher | Massachusetts Institute of Technology |
| record_format | dspace |
| spelling | mit-1721.1/1006762019-04-10T12:43:04Z Improving feedback in elementary mathematics autograders Greene, Stephanie Denise Carter Patrick H. Winston. Massachusetts Institute of Technology. Department of Electrical Engineering and Computer Science. Massachusetts Institute of Technology. Department of Electrical Engineering and Computer Science. Electrical Engineering and Computer Science. Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, February 2015. Cataloged from PDF version of thesis. "September 2014." Includes bibliographical references (page 65). As schools grow more crowded and required testing outcomes become more stringent, teachers experience increasing demands on their time. To ease this load, I designed a program that is able to give students thorough, automated feedback on their mathematics assignments. This will allow teachers to spend less time grading (and consequently more time on other activities that might better help their students) without losing any of the feedback and error correcting a human would be able to provide. Based on a number of different test cases, using a wide variety of elementary algebra problems, the program can correctly identify the lines in which errors are introduced. The program is also adept at finding the precise error as long as the student has made minimal changes per step. If multiple changes have been made, the program is forced to make its best guess at the most likely error without resorting to testing hundreds of possible combinations. by Stephanie Denise Carter Greene. M. Eng. 2016-01-04T20:52:27Z 2016-01-04T20:52:27Z 2014 2015 Thesis http://hdl.handle.net/1721.1/100676 932129332 eng M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission. http://dspace.mit.edu/handle/1721.1/7582 65 pages application/pdf Massachusetts Institute of Technology |
| spellingShingle | Electrical Engineering and Computer Science. Greene, Stephanie Denise Carter Improving feedback in elementary mathematics autograders |
| title | Improving feedback in elementary mathematics autograders |
| title_full | Improving feedback in elementary mathematics autograders |
| title_fullStr | Improving feedback in elementary mathematics autograders |
| title_full_unstemmed | Improving feedback in elementary mathematics autograders |
| title_short | Improving feedback in elementary mathematics autograders |
| title_sort | improving feedback in elementary mathematics autograders |
| topic | Electrical Engineering and Computer Science. |
| url | http://hdl.handle.net/1721.1/100676 |
| work_keys_str_mv | AT greenestephaniedenisecarter improvingfeedbackinelementarymathematicsautograders |