理解学习者在使用数学学具时的行为
Understanding the Learners' Actions when using Mathematics Learning Tools
摘要：
基于计算机的数学工具的使用在学习中很普遍。根据这些工具评估学习者的解决方案路径的方式，可以区分自动评估工具和半自动评估工具。自动评估工具直接向学习者提供所有必要的反馈，而半自动评估工具则将教师作为评估过程的一部分。向他们提供尽可能多的关于学习者与该工具互动的信息。教师如何知道学习工具是如何使用的，以及哪些中间步骤导致了解决方案？教师如何回答学习者在使用计算机工具时提出的问题？除了直接与计算机交互并执行一些操作以了解工具的状态之外，几乎没有什么可以回答这个问题。本文介绍了SMALA，基于Web的日志记录架构，解决这些问题，记录，分析和表示用户的行为。在尊重学习者隐私的同时，SMALA架构通过提供学习者活动的细粒度表示以及课堂进度的概述来支持教师。
英文摘要：
The use of computer-based mathematics tools is widespread in learning. Depending on the way that these tools assess the learner's solution 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 assessment tools involve the teachers as part the assessment process. They are provided with as much information as possible on the learners' interactions 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 addresses 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 learners' activities as well as overviews of the progress of a classroom.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
