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ERIC Number: EJ1126845
Record Type: Journal
Publication Date: 2016
Pages: 27
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: EISSN-1929-7750
Constraint-Referenced Analytics of Algebra Learning
Sutherland, Scot M.; White, Tobin F.
Journal of Learning Analytics, v3 n3 p143-169 2016
The development of the constraint-referenced analytics tool for monitoring algebra learning activities presented here came from the desire to firstly, take a more quantitative look at student responses in collaborative algebra activities, and secondly, to situate those activities in a more traditional introductory algebra setting focusing on procedural understanding. Procedural skill was analyzed by modeling the complexity of attempts to make equivalent transformations of algebraic expressions. The constraint-referenced analytics system uses log files of student inputs on a classroom network of handheld devices to measure success rate as students make attempts to replace one algebraic expression with another equivalent expression. The analytics engine produced psychometrically verifiable results. Moving averages of student performance revealed that when students experienced a period of struggle and persisted in attempting similar transformations, an apparent conceptual shift led to subsequent success. Students also responded to periods of struggle by switching to familiar tasks or choosing non-participation.
Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: http://learning-analytics.info/journals/index.php/JLA/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL0747536