Context simulation support system for mathematics education

Abstract

The invention provides a context simulation support system for mathematics education. The situation simulation support system comprises a context simulation support module C3S, a problem context simulation module PContext_S, a solving step error correction and hint module Step_CH, an extended knowledge tracing model analysis module EKT. The context simulation support system uses a computer networkto automatically manage information to achieve two-way interactive features. The context simulation support system effectively supports teachers' personalized definitions of mathematical problems bythe C3S, supports students's personalized reproduction and listed formulas of a mathematical problem context; performs real-time error correction and hint on the students's calculation steps under a certain problem context by the Step_CH; and can complete track record and analysis of the students' learning process and stage to reveal the students' acquisition of knowledge on the problem meaning comprehension and calculation and help the teachers give students targeted counseling and personalized learning suggestions. The context simulation support system in the invention displays the problem meaning comprehension and calculation process in an intuitive animation way, stimulates the students' imagination and improves the students' ability of comprehension.

Description

technical field [0001] The invention relates to a situation simulation system, in particular to a situation simulation support system for mathematics education. Background technique [0002] In the process of solving mathematical problems, primary and middle school students generally have problems such as ignoring the problem situation and lack of mathematical thinking. In most cases, the learning of primary school students relies more on the specific experience and understanding obtained from direct observation. The impact of lack of context on primary and secondary school students is very obvious, especially for primary and secondary school students in economically underdeveloped areas. [0003] Mathematical problem solving mainly includes two steps: ① understand the meaning of the question, and convert the mathematical problem into a mathematical sentence; ② calculate and solve the problem according to the mathematical sentence. The essence of ① is the understanding of t...

AI Technical Summary

Problems solved by technology

[0004] (1) Although the current research also uses situational simulation to increase students' understanding of problem situations, such as games, animations, VR / AR, etc., it does not meet the individual needs of teachers and students, resulting in their inability to truly participate

①Because the situation of the majority of teachers and students is not necessarily the same, and several simulation application software, if the situationalization of teachers and students cannot be fully utilized, it will be difficult to give full play to the personalized teaching characteristics of teachers and limit the creativity of students

②Although there are currently some simple programming languages, the relationship between them and elementary school mathematics is not very close. The FLASH version of LOGO, SMALLBASIC, Easy Language, C#, etc.

For the majority of teachers, it is difficult; for students, it is even more difficult

③Facing a large number of math problems at the same time, it is difficult to cover all the above researches, otherwise the workload of situation creation will be too heavy

[0005] (2) Ignoring the application context when checking, correcting and prompting the calculation steps

①The current research can also analyze the students' knowledge tracking model based on the behavior information of the students in the calculation process, but the knowledge points are regarded as discrete points, and the research granularity is too fine

If it is separated from the application situation, it cannot fully reveal the students' ability

②At the same time, the analysis of the main limitations of KT and the calculation process ignores the understanding of the meaning of the question; while the two steps of solving the problem are unified, only by combining the problem situation and further studying KT from the perspective of understanding the meaning of the question can we more fully reveal the students' state of knowledge

[0007] According to the above analysis, due to the lack of situational aspects in the field of computer-assisted teaching such as intelligent tutoring and online education, a series of pain points are caused: For students, due to the lack of situational support, the questions are difficult to understand. It is almost impossible for teachers to fully understand the current status and reasons of each student's knowledge acquisition due to the lack of context, and the support of tools is urgently needed to solve the problem; for schools, due to Insufficient teachers and funds also urgently need the support of the Internet and situational tools, especially for underdeveloped areas; for the current problem-solving support tools, the support for students' problem-solving is not comprehensive because the situational characteristics are not yet obvious

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