An Animation-based Tutor for Algebra-Word Problems

该项目的目标是设计和评估七个教学模块(平均速度、任务完成、混合、距离-速率-时间、生物动力学、物理动力学、复习)，以提高学生在中级代数课程中的估计、推理和解决问题的技能。这些模块提供了情况的动画(加满油箱，完成往返行程)，以提供关于学生估计和计算的准确性的视觉反馈。每个模块都从评估经验开始，这些经验磨练了评估技能，并为学习计算答案的分析技术提供了动力。书中提供了曲线图估计和正确答案，以便学生可以尝试推断变量之间存在什么样的函数关系。课程将引入代数技术来解决问题，并鼓励学生应用这些技术来解决更具挑战性的问题和进行概念性推理(例如解释为什么函数接近渐近线)。课程将作为加利福尼亚州丘拉维斯塔西南社区学院少数民族科学改进计划的一部分进行评估。学生人口由78%的少数民族组成，其中包括52%的西班牙裔，14%的菲律宾人，6%的非裔美国人，4%的太平洋岛民和1%的土著美国人。该计划旨在提高对数学、科学或工程感兴趣的少数族裔学生的转化率。

The project objective is to design and evaluate seven instructional modules (average speed, task completion, mixtures, distance-rate-time, biological dynamics, physical dynamics, review) to improve students' estimation, reasoning, and problem-solving skills in an intermediate algebra course. The modules provide an animation of the situation (filling a tank, completing a round trip) to provide visual feedback regarding the accuracy of students' estimates and calculations. Each module begins with estimation experiences which sharpen estimation skills and provide motivation for learning analytic techniques for calculating the answers. Plot estimates and correct answers are provided so students can attempt to infer what kind of functional relations link the variables. Algebraic techniques are introduced for solving the problems, and the students are encouraged to apply these techniques to solve more challenging problems and to reason conceptually (such as explaining why a function approaches an asymptote).The curriculum would be evaluated as part of the Minority Science Improvement Program at Southwestern Community College in Chula Vista, California. The student population is composed of 78% ethnic minorities including 52% Hispanic, 14% Filipino, 6% African American, 4% Pacific Islander, and 1 % Native American. The program is designed to improve the transfer rates of minority students who have an interest in mathematics, science, or engineering.