Mathematical microworlds and intelligent computer-assisted instruction
Artificial intelligence and instruction: Applications and methods
Revisiting Ill-Definedness and the Consequences for ITSs
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
Adaptive modelling of users' strategies in exploratory learning using case-based reasoning
KES'10 Proceedings of the 14th international conference on Knowledge-based and intelligent information and engineering systems: Part II
AIMSA'10 Proceedings of the 14th international conference on Artificial intelligence: methodology, systems, and applications
EC-TEL'10 Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
IEEE Transactions on Learning Technologies
Towards simplifying learning systems: a critical review
Proceedings of the 31st ACM international conference on Design of communication
Personal and Ubiquitous Computing
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This paper charts the design and application of a system to support 11-14 year old students' learning of algebraic generalisation, presenting students with the means to develop their understanding of the meaning of generality, see its power for mathematics and develop algebraic ways of thinking. We focus squarely on design, while taking account of both technical and pedagogical issues and challenges, and provide an account of how we have designed and built a system with a very close fit to our knowledge of students' difficulties with the subject matter. We report the challenges involved in building a system that is both intelligent and exploratory, a learning environment in which both student and teacher are supported without explicit tutoring.