FIXES to ASM - Borrowing/Carrying; Mercy Rule; Design Changes

[judithodili]

Proposed changes to ASM include enabling

1. Borrowing
2. Carrying
3. Design changes to better utilize the screen real estate and UI
4. A mercy rule
5. The number '7' often gets recognized and '3'. Can we fix?

[JackMostow]

A rejected digit indicates either an incorrect intended answer, or a correct intended answer written in a way not accepted. So can you implement a 1-strike mercy rule as follows?

1. Give corrective feedback by saying and animating the correct digit (to show how to write it so it gets accepted).
2. Prompt the kid to write it (as practice in both producing and writing it.
3. If it's accepted, fine; if not, just display the correct digit and go on.

[kevindeland]

photo from today

[kevindeland]

We can relate the place-value/carrying/borrowing to GreaterThan/LessThan:

David suggests this progression:

• compare [one dots to one dots] or [ten dots to ten dots]
• compare mixed dots (ones and tens and hundreds) (this can contain problems that directly test children's knowledge or place value, e.g. what's more: eleven ones or one ten?)
• compare mixed this and mixed that (cash-register)
• just multi-digit representation

[kevindeland]

Sketches on how to borrow

[kevindeland]

Word problems

[JackMostow]

For some reason GitHub is very slow at displaying the photos you posted, except for the last one (word problems). Did they differ in size or resolution? The last one is simpler and monochrome.

[JackMostow]

Yes, we need to teach arithmetic methods that will transfer to paper and pencil, e.g. crossing out n and writing n-1. Progression of instruction should demonstrate, scaffold, fade, and assess:

1. Where to tap or write next: a. Use RoboFinger to indicate, e.g. the 4 in 41 - 5 b. Scaffold by prompting "tap where to write next" c. Wait for kid to tap the 4

2. What to write:
   a. Demonstrate by writing it, e.g. crossing out the 4 in 41 - 5 and writing a 3 above the 4 b, Scaffold by explaining what to do, e.g. "cross out THIS number", "4 minus 1 is 3 so write 3 HERE" c. Scaffold by asking, e.g. "what is 4 minus 1?"

[kevindeland]

[JackMostow]

Kevin - Please see the more detailed description of carry for the example 17+5 = 23 [sic] in Addition with Carry. The math is wrong, but the description closely matches what was implemented. Can you identify what if any revisions to make in it, focussing on the grouping step in terms of:

1. What does the tutor prompt?
2. What actions do the tutor and student do for: a. Grouping 10 dots into "10" b. Transitioning from the "10" to a 1 above the 10's column
3. How should the tutor scaffold where and what the student should write?

[kevindeland]

Thanks, Jack. This is a very helpful design doc. I will consider the questions and get back to you.

[judithodili]

Based on the feedback from Emily and Jack on this tutor, Kevin is working on incorporating those changes - he plans to be done by 8/22. After this data, datasources will be created, it will be incorporated into RT, and we will collect feedback during the internal QA testing phase.

[JackMostow]

@kevindeland - Who will provide English prompts when? We'll need to wordsmith, translate and narrate them. @judithodili - Same question for every activity the dev group creates.