A Genetic Model for Tutoring Addition and Subtraction Skills in an Adaptive Computer Program

Abstract

Based on theoretical models, distinguishing rule-based levels and transitions in the acquisitions of cognitive skills, a ‘genetic model’ with developmental stages for learning mental addition and subtraction with larger numbers (20–100) is proposed. An adaptive computer program has been developed with an ‘intel­ligent’ tutor component, that coaches students according to different learning routes, deduced from this genetic model First, the preferred strategy of a student is ‘stabilised’ to mastery level Secondly, the student’s strategy is ‘restructured’ according to a nearest-higher developmental stage. Such learner-based tutoring is expected to result in more effective mental strategies than giving only expert-based feedback.