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A Multidimensional Perspective of Mathematical Ability for Eliciting Innovations in Education
A Multidimensional Perspective of Mathematical Ability for Eliciting Innovations in Education
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151018
- ISBN
- 9798382734330
- DDC
- 371
- 서명/저자
- A Multidimensional Perspective of Mathematical Ability for Eliciting Innovations in Education
- 발행사항
- [Sl] : University of California, Irvine, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 262 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
- 주기사항
- Advisor: Doroudi, Shayan;Warschauer, Mark.
- 학위논문주기
- Thesis (Ph.D.)--University of California, Irvine, 2024.
- 초록/해제
- 요약Adaptive tutoring systems often model student knowledge in ways that break away from a "one size fits all" approach to learning. Nonetheless, the strengths of these systems can often be limited, as knowledge representations are not easily interpreted by teachers, which make these systems difficult to integrate into pedagogical practices. Fortunately, as researchers, we can still take advantage of the AI in these systems to extend our innovations and address problems of practice. As such, the goal of the present work is to leverage multidimensional representations of knowledge that these systems provide to explore innovations in educational measurement, pedagogical techniques, and practice. I explore these in three studies outlined below.In Study 1 I explore Innovations in educational measurement by adopting an alternative perspective to measuring student mathematical ability. In this study I invite the reader to re-conceptualize mathematical ability as a multidimensional construct, which runs counter to long-established tradition in academic measurement and pedagogical practice. In doing so, I compare the variation observed in students' mathematical ability when ability is measured using different metrics that vary in dimensionality. Findings suggest that under a multidimensional view, students (including those who may be traditionally seen as "low-ability") often possess relative strengths when compared to their peers, thus suggesting that categorizations such as low- and high-ability, which are typically used in practice, may be an oversimplification.In Study 2 I explore Innovations in pedagogical techniques as I present three novel algorithms for grouping students that leverage existing technological AI innovations that model student knowledge across hundreds of mathematical skills. These methods attempt to better align the personalization of a tutoring system with teachers' instructional practices. I evaluate each of the three methods against two alternative baseline methods-one that groups students randomly and one that groups students based on a unidimensional course score. Findings demonstrate that these novel methods, which adopt a multidimensional view of ability, were more capable than the baseline methods at grouping students with similar strengths and weaknesses on a fine-grained skill level.In Study 3 I explore Innovations in practice in a research-practice partnership (RPP) with curriculum specialists at a local urban school district in Southern California. Implementation strategies, including curriculum and grouping recommendations were provided to teachers for a summer intervention program. In the spirit of a design-based implementation partnership, strategies and recommendations were formed to meet the needs of partners, while simultaneously attempting to address known problems of practice when implementing a blended learning design in the classroom. In this first cycle of iteration, these attempts were examined through teacher surveys as well as student login and learning data in a tutoring system. Ultimately, these data were used to examine the fidelity of implementation so that findings may inform future iterations of this ongoing partnership.
- 일반주제명
- Educational technology
- 일반주제명
- Mathematics education
- 키워드
- Ability grouping
- 기타저자
- University of California, Irvine Education
- 기본자료저록
- Dissertations Abstracts International. 85-11A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211151018
■006m o d
■007cr#unu||||||||
■020 ▼a9798382734330
■035 ▼a(MiAaPQ)AAI30996103
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aLechuga, Christopher Garrido.
■24512▼aA Multidimensional Perspective of Mathematical Ability for Eliciting Innovations in Education
■260 ▼a[Sl]▼bUniversity of California, Irvine▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a262 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-11, Section: A.
■500 ▼aAdvisor: Doroudi, Shayan;Warschauer, Mark.
■5021 ▼aThesis (Ph.D.)--University of California, Irvine, 2024.
■520 ▼aAdaptive tutoring systems often model student knowledge in ways that break away from a "one size fits all" approach to learning. Nonetheless, the strengths of these systems can often be limited, as knowledge representations are not easily interpreted by teachers, which make these systems difficult to integrate into pedagogical practices. Fortunately, as researchers, we can still take advantage of the AI in these systems to extend our innovations and address problems of practice. As such, the goal of the present work is to leverage multidimensional representations of knowledge that these systems provide to explore innovations in educational measurement, pedagogical techniques, and practice. I explore these in three studies outlined below.In Study 1 I explore Innovations in educational measurement by adopting an alternative perspective to measuring student mathematical ability. In this study I invite the reader to re-conceptualize mathematical ability as a multidimensional construct, which runs counter to long-established tradition in academic measurement and pedagogical practice. In doing so, I compare the variation observed in students' mathematical ability when ability is measured using different metrics that vary in dimensionality. Findings suggest that under a multidimensional view, students (including those who may be traditionally seen as "low-ability") often possess relative strengths when compared to their peers, thus suggesting that categorizations such as low- and high-ability, which are typically used in practice, may be an oversimplification.In Study 2 I explore Innovations in pedagogical techniques as I present three novel algorithms for grouping students that leverage existing technological AI innovations that model student knowledge across hundreds of mathematical skills. These methods attempt to better align the personalization of a tutoring system with teachers' instructional practices. I evaluate each of the three methods against two alternative baseline methods-one that groups students randomly and one that groups students based on a unidimensional course score. Findings demonstrate that these novel methods, which adopt a multidimensional view of ability, were more capable than the baseline methods at grouping students with similar strengths and weaknesses on a fine-grained skill level.In Study 3 I explore Innovations in practice in a research-practice partnership (RPP) with curriculum specialists at a local urban school district in Southern California. Implementation strategies, including curriculum and grouping recommendations were provided to teachers for a summer intervention program. In the spirit of a design-based implementation partnership, strategies and recommendations were formed to meet the needs of partners, while simultaneously attempting to address known problems of practice when implementing a blended learning design in the classroom. In this first cycle of iteration, these attempts were examined through teacher surveys as well as student login and learning data in a tutoring system. Ultimately, these data were used to examine the fidelity of implementation so that findings may inform future iterations of this ongoing partnership.
■590 ▼aSchool code: 0030.
■650 4▼aEducational technology
■650 4▼aEducational tests & measurements
■650 4▼aMathematics education
■653 ▼aAbility grouping
■653 ▼aClassroom ranking
■653 ▼aKnowledge space theory
■653 ▼aMathematical ability
■653 ▼aReciprocal peer tutoring
■653 ▼aResearch-practice partnership
■690 ▼a0710
■690 ▼a0288
■690 ▼a0280
■71020▼aUniversity of California, Irvine▼bEducation.
■7730 ▼tDissertations Abstracts International▼g85-11A.
■790 ▼a0030
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160428▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
