Utilization of the Mathematical Intelligent Tutoring System for Elementary Grade Five Remedial Instruction of Calculating Parrallelogram,Triangle,and Trapezoid Area

• Main Authors: LIN,HSIN-LIANG, 林信良
• Other Authors: KUO,BOR-CHEN
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/36jew4

碩士 === 國立臺中教育大學 === 教育資訊與測驗統計研究所 === 104 === The purpose of this study is to aid teachers in mathematics remedial instruction to students.AutoTutor is used as the basis for the mathematical intelligent tutoring system’s method proposed in this study. The teaching concept of this system is based on the interaction between the student and the teacher to build critical thinking.The teacher poses a question for the students to answer. Based on the students’ answers, the system will then give feedback and assesses whether those answers are correct,incorrect,or whether there are any misconceptions.The students understand the concepts of the course that they should learn, and also rectify their misconceptions through this process.Through multiple interactions, the system analyzes the contents of the students’answers up until students completely understand the the concepts of the course. The main feature of the system is the simulation of a human teacher’s natural language. It provides students with access to learning concepts by use of a scaffolding technique and allows students’to build critical thinking and proactive learning. The subjects of this study were fifth-grade elementary students from four diffent classes from Taichung County. They were separated into an experimental group and a control group,totaling 92 students.The experimental group utilized the mathematical intelligent tutoring system’s method to conduct online one-on-one remedial instruction. This was then compared with traditional classroom instruction in an experiment that lasted 80 minutes seperately. The two types of instruction were compared to understand the effectiveness of the implementation of the mathematical intelligent tutoring system during remedial instruction of parallelogram, triangle, and trapezoid area. This study utilizes ANCOVA analysis where remedial instruction is the covariate, whereas the posttest scores are the variable. The two types of remedial instruction were compared to understand their effectiveness. The results of this study show that by utilizing the mathematical intelligent tutoring system during online one-on-one remedial instruction the students’scores have effectively improved.The effectiveness is equivalent to that of traditional classroom instruction. This system can be an option for future remedial instruction.