Using intra‐task flexibility on an intelligent tutoring system to promote arithmetic problem‐solving proficiency

Abstract

AbstractProblem solving is often regarded as one of the most essential cognitive functions in our daily lives, and, for that reason, educational theorists have long stressed the need for its development. As cognitive flexibility is a fundamental characteristic necessary throughout the problem‐solving process, the purpose of this study is to analyse students' problem‐solving performance after following intra‐task flexibility‐based training mediated by an intelligent tutoring system. With this aim, 110 fifth and sixth grade students took part in a quasi‐experimental study that included six forty‐five‐minute flexibility‐based training sessions preceded and followed by test sessions in order to evaluate eventual problem‐solving proficiency improvements. The findings show that intra‐task flexibility training enhances students' ability to solve arithmetic word problems, especially when flexibility‐related activities are completed sequentially in the same session and not in different sessions. Furthermore, the proposed instruction is particularly helpful in improving girls' problem‐solving competence, which can minimize eventual gender gaps and strengthen their STEM vocation. Practitioner notesWhat is already known about this topic Cognitive flexibility is beneficial in finding appropriate problem‐solving strategies. Exposing students to a variety of problem‐solving methods or strategies can improve their cognitive flexibility. Boys are more likely than girls to flexibly apply multiple solution paths while solving problems, which leads to gender differences in mathematics. By contrast, girls are more prone to take advantage of instructional advice when using intelligent tutoring systems (ITS). What this paper adds Prompting students to apply multiple resolution strategies within the same problem (intra‐task flexibility instruction) is comparatively more efficient than standard instruction in promoting problem‐solving performance. It is more effective in terms of problem‐solving proficiency to ask students to find different resolutions for a problem sequentially in the same session than to do so in separate sessions. Effectiveness of ITS‐mediated flexibility‐based training leads to the promotion of problem‐solving proficiency, particularly in the case of female students. Implications for practice and/or policy The use of the ITS HINTS has the potential to promote the use of multiple solutions in problem solving by monitoring the resolution paths of the student, which can be difficult in a traditional classroom setting. ITS‐mediated flexibility‐based training is especially effective in improving girls' problem‐solving competence, which can minimize eventual gender gaps and strengthen their STEM vocation.