Computer-assisted Problem-based Learning for Word-based Mathematical Problem Solving

A focus on mathematical understanding and problem solving in math education has developed a need to implement alternate ways of testing to better assess the students' understanding and problem solving skills. Furthermore, previous computer-assisted problem-solving systems designed for elementary school mathematical education have focused mainly on developing students’ cognitive skills and less interest is dedicated to related procedural skills. However, procedural and conceptual knowledge are highly correlated. This study proposes a computer-assisted system, whose design is based on Polya’s problem-solving model. The system is designed to help low-achieving second graders in mathematics with word-based addition and subtraction questions. The emphasis of using the specific model was on dividing the problem solving procedure into stages and the concentration on the students’ cognitive and procedural processes at each stage. In order to help students overcome procedural obstacles, we developed an agent oriented evaluation so as to give them a meaningful feedback to better monitor and support students learning performance.