Alleviating current gaps on Spanish students at mathematics
The OECD PISA report for 2003 highlighted the gaps in mathematical knowledge possessed by the Spanish students, in comparison to the rest of the 30 countries belonging to this organization (Spain ranks 24 in the overall ranking). The result is even more alarming in the case of Andalusia, as it holds the last place in the national classification.
The main goal of this project is to study, develop and empirically evaluate a framework for building procedural knowledge diagnostic tools and, from this, a web tool for assessment and learning from different areas of mathematics (arithmetic, geometry, calculus, algebra, statistics, ...). It is intended to implement different methods and techniques obtained from Artificial Intelligence and Systems Design, to address the following objectives: a) Combining the most popular techniques normally employed in procedural learning and assessment with statistical models based on the Item Response Theory we have developed in SIETTE in order to build procedural diagnostic models, trying to alleviate, thus, the deficiencies that these techniques can would have separately. b) Extending the framework, to be used not only as a diagnostic tool but also with instructional purposes, using techniques based on Socratic learning, extending those used in SIETTE. c) Applying results of the previous two points to build the Web tool for several mathematics areas. d) Developing curricula, and libraries of problems and activities for different levels of formal education: primary, secondary, high school and university education, and also for teaching throughout life. e) Disseminating the results obtained through the Andalusian scientific and technical outreaching spaces, and encouraging the use of these tools, not only at university level but also at different educational levels and lifelong learning platforms.