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Numerosity comparison: taking into account individual differences through adaptive testing and personalized learning environments

For many school children, mathematics is a source of frustration because of the experienced difficulties with it. This led to increased research on the underlying cognitive processes and at the same time, research on personalized learning approaches. However, both research traditions are too little geared to one another. Here, we focus on numerosity comparison, animportant precursor for math and affected by domain-specific and domain-general processes - more specifically inhibition. First, we will examine whether there are different profiles of children that excel or underperform on one or both (domain-specific and domain-general) dimensions. Second, we will construct adaptive tests assessing both domain-specific and domain-general dimensies based on the multidimensional item response theory (MIRT). Third, we will evaluate whether children learn better when they are presented with exercises matched to their current ability on both dimensions

Date:15 Nov 2023 →  Today
Keywords:mathematics learning, numerical cognition, numerosity comparison
Disciplines:Educational technology, Learning and behaviour
Project type:PhD project