Abstract
Our tutoring system for fraction addition uses dynamic pictorial representations that reflect student-inputted quantities. However, students had difficulty interpreting the pictorial feedback. Surprisingly, we found that including symbolic numbers with the pictures decreased performance. We hypothesize that students' difficulty may stem from insufficient domain knowledge, or insufficient metacognitive skills to use conceptual knowledge to check their work. © 2013 Springer-Verlag Berlin Heidelberg.
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Stampfer, E., & Koedinger, K. R. (2013). Conceptual scaffolding to check one’s procedures. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 7926 LNAI, pp. 916–919). Springer Verlag. https://doi.org/10.1007/978-3-642-39112-5_145
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