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.
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