Understanding the Learners' Actions when using Mathematics Learning Tools


The use of computer-based mathematics tools is widespread in learning. Depending on the way that these tools assess the learner’s so- lution paths, one can distinguish between automatic assessment tools and semi-automatic assessment tools. Automatic assessment tools directly provide all feedback necessary to the learners, while semi-automatic as- sessment tools involve the teachers as part the assessment process. They are provided with as much information as possible on the learners’ inter- actions with the tool. How can the teachers know how the learning tools were used and which intermediate steps led to a solution? How can the teachers respond to a learner’s question that arises while using a computer tool? Little is available to answer this beyond interacting directly with the computer and performing a few manipulations to understand the tools’ state. This paper presents SMALA, a web-based logging architecture that ad- dresses these problems by recording, analyzing and representing user actions. While respecting the learner’s privacy, the SMALA architecture supports the teachers by offering fine-grained representations of the lear- ners’ activities as well as overviews of the progress of a classroom.


Intelligent Computer Mathematics, Proceedings of CICM 2012, Bremen, Germany, July 8-13, 2012, Lecture Notes in Computer Science, Vol. 7362, Jeuring, J.; Campbell, J.; Carette, J.; Dos Reis, G.; Sojka, P.; Wenzel, M.; Sorge, V. (Eds.) , 2012-07

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