{"title":"自动评估学生与视觉表征的互动：比较分数的元认知视角","authors":"Amal Kadan-Tabaja, Michal Yerushalmy","doi":"10.1080/07380569.2024.2390406","DOIUrl":null,"url":null,"abstract":"This study investigated students’ engagement with feedback processes in tasks of comparing fractions using visual representations. The research had two main goals. First, it used automated analysis...","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Automated Assessment of Students’ Interactions with Visual Representations: A Metacognitive Perspective on Comparing Fractions\",\"authors\":\"Amal Kadan-Tabaja, Michal Yerushalmy\",\"doi\":\"10.1080/07380569.2024.2390406\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study investigated students’ engagement with feedback processes in tasks of comparing fractions using visual representations. The research had two main goals. First, it used automated analysis...\",\"PeriodicalId\":45769,\"journal\":{\"name\":\"COMPUTERS IN THE SCHOOLS\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2024-08-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"COMPUTERS IN THE SCHOOLS\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/07380569.2024.2390406\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"COMPUTERS IN THE SCHOOLS","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/07380569.2024.2390406","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Automated Assessment of Students’ Interactions with Visual Representations: A Metacognitive Perspective on Comparing Fractions
This study investigated students’ engagement with feedback processes in tasks of comparing fractions using visual representations. The research had two main goals. First, it used automated analysis...
期刊介绍：
Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.
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