An Approach to Facilitating Reflection in a Mathematics Tutoring System
نویسندگان
چکیده
In this paper we present an approach which enables both reflection on the student’s own line of reasoning and active learning. We combine the categorisation of the student answer against the expert domain knowledge, a hinting process that engages the student in actively reflecting upon his reasoning in relation to the experts reasoning, and clarification subdialogues in natural language initiated by the tutor or the student on the task.
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