The Learner as Teacher: Using Student Authored Comics to “Teach” Mathematics Concepts
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Comics are a part of popular culture that has great potential for enhancing student learning. Comics were embraced for their utility in education in the 1940s but were subsequently denigrated and effectively blacklisted for educational application in the 1950s. They only began their recovery as an educational medium and topic of interest for researchers in the 1990s (Yang 2003). Having students create their own comics can improve motivation, literacy and conceptual understanding. Current comic authoring programs allow students to experience the benefits of communicating through meaningful, satisfying comics without the stress or frustration often associated with creating traditional comics by hand or the writing load imposed by traditional written assignments. Having students create comics to share their understanding of mathematical concepts allows them to engage in a creative and constructive process that supports the development of problem solving, representation and communication skills.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it