Bayesian Reasoning for

Diagnosing Student Misconceptions

Kaye Stacey Elizabeth Sonenberg

Vicki Steinle Tali Boneh

University of Melbourne

and

Ann Nicholson

Monash University

k.stacey@edfac.unimelb.edu.au

http://online.edfac.unimelb.edu.au/485129/DecProj/index.htm

Aim

To create an engaging and exciting adaptive learning system that can be used at home or school to teach students to interpret decimal numbers correctly.

Rationale

Many students have misconceptions about the meaning of decimal numbers. Standard instruction at school is often not very effective and students need instruction at very different times. A system that students could use individually and that targets their thinking might help.

Ingredients

Six computer games, designed to provoke cognitive conflict.

A short, reliable diagnostic test

Very detailed understanding of students’ (mis)conceptions about decimal notation.

A Bayesian net to diagnose students, select appropriate game situations and track progress.

Progress

Games designed and trialled.

Trialling instruction (“help”) to add to games

Research data on incidence of (mis)conceptions and progress from Grades 4 to 7.

A simplified Bayesian net working to diagnose students.

Characteristics

An adaptive learning system aimed at conceptual change.

Situations designed to provoke cognitive conflict

Teaching help is based on linking representations

Teaching help is based on “diagnostic teaching”