Learner Self-Correction in Solving Two-Step Algebraic Equations

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Learner Self-Correction in Solving Two-Step
Algebraic Equations

• Brandy C. Judkins,
• School of Professional Studies in Education,
  Johns Hopkins University
• Baltimore City Teaching Residency, Baltimore City
  Public School System
• Milan Sherman,
• School of Education, University of Pittsburgh

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Research Project Summary

• Hypothesis Self-correction of incorrectly solved
  problems (why they are wrong) combined with
  procedural practice can lead to robust learning
  through four processes 1) Weaken low feature
  validity knowledge components (know that they are
  wrong and why they are wrong) 2) Facilitate
  construction of high-feature validity knowledge
  components 3) Strengthen content-specific
  meta-cognitive awareness as a knowledge
  component 4) Refine problem-solving skills in
  response to increased cognitive headroom (Booth,
  J., Siegler, R., Koedinger, K., Rittle-Johnson,
  B. 2007).
• PSLC Goal Correlation One of the goals of the
  PSLC is to identify gaps in current research and
  to attempt to fill these gaps with In Vivo
  experiments that are motivated by a theoretical
  framework. This body of research leads us to
  postulate that what leads to robust learning in
  two, while related, divergent fields of
  instruction may do so in mathematics, as well.
• Design in Brief We propose to make two
  modifications to the Algebra I Cognitive Tutor in
  order integrate self-correction of incorrectly
  solved problems
• Addition of an error tracer to the problem solver
  interface
• Addition of a scaled down feedback interface
  which informs student that a student has made an
  error, and asks the student to identify, explain,
  and correct the mistake

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Researchers Thought Process Day 1, Round 1
How Could We Combine Our Divergent Interests?
Eureka! Algebra Could be Equivalent to an L2
Milan Sherman Masterful Math Teacher
Brandy Judkins Extraordinary English Teacher
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Researchers Thought Process Day 2, Round 1
Experimental Design
Control Condition
Experimental Condition
Graduate Assessment -Identification (You
do) -Correction (You do)
Graduate Assessment -Identification (You
do) -Correction (You do)
Problem Feedback at Problem Level -Identification
(We do) -Correction (You do)
Step Feedback at Step Level -Identification (We
do) -Correction (We do)
Step Feedback at Step Level -Identification (We
do) -Correction (We do)
Instruction Explicit Instruction -Identification
(I do) -Correction (I do)
Instruction Explicit Instruction -Identification
(I do) -Correction (I do)
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The End