An Approach to Diagnose Mathematical Problems with Knowledge Map

• Main Authors: Po-Cheng Lin, 林伯成
• Other Authors: Jia-Sheng Heh
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/00224393683341003979

碩士 === 中原大學 === 資訊工程研究所 === 90 === Test and assessment, which show the learning efficiency and learning disability, are important steps of learning. The testing scores determine the learning efficiency of students in a traditional test; however, teachers can not give any suggestion to students. In this paper, a learning diagnosis method is proposed to evaluate the learning efficiency of students. Knowledge space theory is an approach to assess the learning efficiency of students. In this theory, all operators in problems must be analyzed before testing, and the prerequisite relations are built according to the complexity of operators. The knowledge states, which are the sets of operators, represent the states of the testing results. The knowledge states are formed with the prerequisite relations. In knowledge space theory, test and assessment are created using knowledge states and the testing results to diagnose the learning efficiency of students. In this paper, the proposed method, which uses mathematical operator distributions of mathematical problems on knowledge map, is able to analyze the operators of problems easily. Here, there are some analyses and discussions for operator distribution of problems. According to the operator distributions of the problems, the prerequisite relations can be found. Finally, the knowledge space theory is used to diagnose the knowledge state of students. A learning diagnosis system is implemented to prove the above idea. In the experiment system, the prerequisite relations will be established from problems after teachers input problems to item blank. Then, the system will select the problems to quiz students and diagnose their learning efficiency of students at the same time. After the test, a diagnostic report will be generated to give some suggestions for subsequent learning.