Teachers’ Opinions about Intelligent Tutoring System Prepared for Improving Problem Solving Skills of Students

Year 2015, Special Issue 2015 II, 84 - 98, 01.12.2015

Ali Kürşat Erümit , Vasif Vagıfoğlu Nabiyev

https://doi.org/10.17275/per.15.spi.2.11

Cited By: 2

Abstract

The plenary aim of mathematics education is to bring in mathematical knowledge and skills that are required by daily life to the individual, to teach him problem solving and to bring in him a way of thinking that handles incidents including s problem-solving approach. For this reason, problem solving skills have an important place among the mathematical skills. That problem solving keeps an important place in the overall objectives of mathematics course has carried this issue to the centre of mathematics curriculum at multiple levels starting from primary school. Indeed, NCTM standards, as well, indicate that problem solving skills are needed to be primarily in mathematics teaching (NCTM, 2000). For the solution process of problems, Polya (1957) recommends a framework that contains the stages of understanding the problem, selecting a strategy for the solution, the implementation of the strategy and the evaluation of the solution. The purpose of this study is to evaluate the intelligent tutoring system called as ARTIMAT with the opinions of teachers in terms of contribution to problem solving skills and academic achievements of the students. ARTIMAT, which has been prepared according to Pólya’s problem solving steps. In this study case study design which is one of the qualitative research methods was adopted. The  implementation,  which was  conducted  in order  to  evaluate the  system,  has been performed with 5 teachers in an Anatolian High School. ARTIMAT system has been implemented for three weeks for two  hours  in each  week  in computer  lab  and in  a  way that  each  teacher has  used his/her own computer. Data was collected administering a questionnaire contained open-ended questions. Descriptive analyses technique was administered on the collected data. In this study presents findings and results of the interviews collected from the participant teachers

Keywords

Intelligent Tutoring Systems, problem solving, Pólya

Supporting Institution

Acknowledgement: This research is supported by The Scientific and Technological Research Council of Turkey (TUBITAK)

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