Eliane Wiese

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Title Page Title: Abstract Body Background / Context: In 2008, the National Mathematics Advisory Panel stated: " the most important foundational skill not presently developed appears to be proficiency with fractions. " In response to numerous studies describing the challenges faced by American students in fractions learning, in 2010 the Institute for(More)
In order to better understand how humans acquire knowledge, one of the essential goals in cognitive science is to build a cognitive model of human learning. Moreover, a cognitive model that better matches student behavior will often yield better instruction in intelligent tutoring systems. However, manual construction of such cognitive models is time(More)
  • Research Showcase, Cmu, Stephen, William-Lucas Oney, Stephen Oney, William-Lucas +24 others
  • 2016
Funding for this research comes from a Microsoft SEIF award, multiple gifts from Adobe, an ARCS Scholarship, a Ford Foundation Fellowship, and from NSF grants IIS-1116724 and IIS-1314356. Any opinions, findings, conclusions, or recommendations are those of the authors and do not necessarily reflect those of any of the sponsors. Abstract A Graphical User(More)
Problems with many solutions and solution paths are on the frontier of what non-programmers can author with existing tutor au-thoring tools. Popular approaches such as Example Tracing, which allow authors to build tutors by demonstrating steps directly in the tutor interface. This approach encounters difficulties for problems with more complex solution(More)
In STEM domains, robust learning includes not only fluency with procedures, but also recognition and application of the conceptual principles that underlie them. Grounded feedback is one instructional approach proposed to help students integrate conceptual knowledge into their learning of procedures. Grounded feedback functions primarily by having students(More)
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