Learner modelling in exploratory learning for mathematical generalisation

Abstract

Exploratory learning supports creative thinking, allowing learners to control their own learning process, whilst it provides them with help and guidance when necessary. This pedagogical approach emphasises learners' active involvement in authentic activities/tasks that simulate real world processes and has been applied to several domains. In this paper we propose a framework for learner modelling that reflects the incremental nature of knowledge construction as learners are engaged in learning mathematical generalisation. We also describe how such a model can potentially support feedback generation. © Springer-Verlag Berlin Heidelberg 2008.