In college I completed 5 semesters of calculus and a semester each of matrix math, differential equations, and statistics. I appreciated the professors and graders who took your grading approach and loathed those who did not. As you pointed out, Josh, there is a world of difference between a conceptual error and a calculation algebraic or numeric mistake.
In the learning process, knowing why an answer is wrong is more important than it being wrong in the first place. When we had our homework graded line-by-line and discovered where we made the errors, it helped us in two ways: knowing where we tended to go awry in our calculations and increasing our confidence by ironing out any faulty concepts. An effective learning tool diagnoses and distinguishes such reasons.
I understand that your daughter is a high school student, and funding is likely not available for such a position. Without the discerning corrective diagnosis, Knewton fails as a teaching tool. And homework is a teaching tool. One way Knewton can be used as a teaching tool is to change its process.
This is how I would reprogram Knewton: When the student chooses an answer, it is recorded to the teacher, who accumulates the aggregate results of the students. A student should be able to skip around to other problems and circle back, if they please. My child is a college student, not a high school student, as I wrote in the blog post.
You are absolutely correct in most of what you say above and correct about most platforms. If you want to be precise, you are mistakenly broad in your interpretation.
First, Take a look for example at the general chemistry sequence at Emory University. Talk if you like to Dr. Douglas Mulford or Dr. Tracy McGill. Talk to them if you really want to understand this issue about which your original piece was overly broad and unnecessarily negative. See how many dozens of universities are using ALEKS Preparation for Calculus to make certain the large hall of eager learners is more homogeneous with respect to mastery of the necessary body of basic concepts and skills.
Second, some students need to see a concept or skill only once or possibly zero times because they know it already because they are reviewing forgotten material from earlier in their schooling. They are almost always wrong.
I am having similar problems with Knewton. My son is challenged with high functioning autism. He loves math, but this program has taken his love for math.
It has sent him into serious anxiety attacks. I have had to seek professional help for him. I am now seeking legal recourse. Features like instantly generated worked out solutions to each question and the sliding scales of homework solve massive issues with traditional teaching. I really think it speaks to the failings of American education culture that you can hold this opinion. Of course getting problems wrong should feel bad.
It could even diagnose more specifically the errors you tend to make, before giving you refreshers and focused practice to help you iron them out. Comparing it to my high school experience, I would often skip and skirt around homework, and end up with a passable conceptual understanding but weak effective skills, as I was slow and made many mistakes.
It feels good to be rewarded for competence and persistence rather than obedience. It may not work as well for some students, and there will still be a place for in-person instruction, but for most, the details and economy of scale make it invaluable. You may never come around to it, but the world already has. This site uses Akismet to reduce spam. Learn how your comment data is processed.
Photo: Chegg Study Isi, my teenager, is a college student taking calculus. The old way of teaching calculus worked pretty well Once upon a time, nearly 40 years ago, I taught calculus. You cannot skip a problem. You read the problem and work it on a piece of paper. You use a sophisticated formula entry tool to type the answer into the web page.
If you get the answer wrong, Knewton gives you a hint and you can take another try. When the answer is wrong for any reason, Knewton generates more similar problems, and you have to work those to finish the homework. You cannot skip any. You just sink deeper and deeper. You cannot get partial credit. You cannot skip the problem and come back to it. AI is practicing on us Before AI can get good, it has to be bad.
AI gets better by making wrong guesses, just like people do. I publish a blog post this interesting every single weekday. At the end of 14 days, students must purchase access or they will not be able to continue working. If students wish to apply their financial aid towards their Knewton Alta purchase, they should go to the campus bookstore.
There they can use their financial aid and get an access code. On the Purchase screen, they can click Enter Code to input their access code. If you're a distributor or a bookstore, check out this support article on how to order Alta access codes. System Status. Home System Status More. Information Title. Cost of Knewton Alta. Summary Briefly describe the article. The summary is used in search results to help users find relevant articles.
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