Abstract
The INK-12: Interactive Ink Inscriptions in K-12 project is investigating the use of a pen- based wireless classroom interaction system in upper elementary math and science classrooms. This chapter reports on the progress made on the machine interpretation of students’ drawings created using that system in learning multiplication and division. The problem addressed is that of finding the balance between freehand drawing and structured drawing, e.g., with pre-defined machine-readable icons. The innovation reported is what we call a stamp, which enables students to draw an image, then duplicate the image to create a mathematical representation, e.g., four groups of six. The stamp contains a hand-drawn image, but also creates a structured vocabulary that a machine can interpret. The resulting interpretation can be used to sort and group student work in order to help teachers in identifying students who need assistance and in choosing pedagogically interesting examples for class discussion.
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Acknowledgments
This research is funded by NSF DRK-12 collaborative awards DRL-1020152 (Koile), DRL-1019841 (Rubin); many thanks to program officers Michael Haney and Robert Gibbs for their support. The PIs gratefully acknowledge the contributions from the MIT CLP research group: Steve Diles, Claire DeRosa, Eryn Maynard, Jessie Mueller, Kelsey Von Tish; Lily Ko and Judy Storeygard at TERC; Katie Sawrey at Tufts; and David Reider at Education Design, Inc.
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Koile, K., Rubin, A. (2015). Machine Interpretation of Students’ Hand-Drawn Mathematical Representations. In: Hammond, T., Valentine, S., Adler, A., Payton, M. (eds) The Impact of Pen and Touch Technology on Education. Human–Computer Interaction Series. Springer, Cham. https://doi.org/10.1007/978-3-319-15594-4_5
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DOI: https://doi.org/10.1007/978-3-319-15594-4_5
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