An ITS at secondary school conceived from the didactic of mathematics that integrates the approach by competences to the mathematical knowledge
Bibliographic record
Abstract
Our aim in this paper is to show how students at secondary school level can improve their argumentative competence by means of an Intelligent Tutorial System (ITS) designed for learning geometry. After establishing the theoretical frame for our research, we compare the heuristic and discursive characteristics of some tutorial systems, including the one developed by our research team. Afterwards, we tackle the subject of complementarity between knowledge and competence in math class, and then we present an evaluation strategy of argumentative competence on the basis of relations within the subject-milieu system. Our study includes, particularly, structures of cognitive, semiotic and situational control associated to the development of argumentative competence in an e-Learning Environment. We also address the specificity of reference knowledge, the decontextualization of learning, the idea of mathematical proof, and the role of didactical agents.
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How this classification was reachedexpand
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.003 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".