MATHEX

Logo MATHEX

Researchers: Rébecca Guillot MATHEX stands for Mathematics Experiences.

Introduction

The goal of this project is to study students’ physical, affective, problem-solving, and metacognitive behavior as they work on math exercises. MATHEX also focuses on finding ways to strengthen the weaker points of the students, create opportunities for motivation, and continuously assess their progress.

MATHEX Demo MATHEX play button

Further description

We all know that mathematics is a key subject in the education of every student. But how many of them are failing in Math? And why? How to prevent math failure for every student? How to captivate the curiosity of the more reluctant student? How to create appetite in those who have this subject in aversion? How to give self-confidence to these students with negative thinking? This is the goal of this research project. A main part of this research is obviously in identifying the specific need of each student as an individual. To do so, MATHEX is creating a software that captures every aspect necessary to understand the student’s behavior. The results of these captures will give tutors and teachers a clearer view of the particular weaknesses of their students. In fact, detecting the weaknesses is only the beginning of the process. Every weakness has its own root somewhere and it is crucial that these roots be clearly identified in order to work on this rather than working on the weakness itself. MATHEX also focuses on finding ways and technologies to strengthen the weakest points of the students, create motivation by revealing the strong points, and constantly evaluate their progress by adapting appropriate steps with the constant goal of leading every child towards success. MATHEX is a system under development for K-12 students. Some of the goals for MATHEX research are: 1. Formally capture subject knowledge competencies in targeted K-12 and higher education mathematics 2. Standardize recording of math experiences in a continuous manner 3. Offer initiatives-based guidance for students to commit to mathematics at levels ‘comfortable’ to them 4. Explore effectiveness of modes of expression (hand written, typed, mouse-based) and means of content interaction (formally guided, social, and collaborative) 5. Test efficiencies of competency development patterns and math study skills development patterns in contexts of self-regulated and co-regulated learning.

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