WO2017105176A1 - System for assigning workloads for the achievement of mathematical skills - Google Patents

System for assigning workloads for the achievement of mathematical skills Download PDF

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Publication number
WO2017105176A1
WO2017105176A1 PCT/MX2015/000181 MX2015000181W WO2017105176A1 WO 2017105176 A1 WO2017105176 A1 WO 2017105176A1 MX 2015000181 W MX2015000181 W MX 2015000181W WO 2017105176 A1 WO2017105176 A1 WO 2017105176A1
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skills
eha
academic
uoc
micro
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PCT/MX2015/000181
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Spanish (es)
French (fr)
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Dino Alejandro Pardo Guzman
Ramon SOTO DE LA CRUZ
Julio WAISSMAN VILANOVA
Fernando SOTO CAMACHO
Mercedes SERNA FELIX
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Dino Alejandro Pardo Guzman
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Priority to PCT/MX2015/000181 priority Critical patent/WO2017105176A1/en
Publication of WO2017105176A1 publication Critical patent/WO2017105176A1/en

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    • G—PHYSICS
    • G06—COMPUTING; CALCULATING OR COUNTING
    • G06Q—INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES; SYSTEMS OR METHODS SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES, NOT OTHERWISE PROVIDED FOR
    • G06Q99/00—Subject matter not provided for in other groups of this subclass
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B7/00—Electrically-operated teaching apparatus or devices working with questions and answers

Definitions

  • the present invention has its preponderant field of application in the educational field, particularly in those academic activities where it is required to assign academic burdens or tasks (exercises and problems) or depending on the results of a previous assessment of a student's knowledge.
  • homework has been considered as a means to reinforce the knowledge acquired in school and aims to motivate the child's learning, especially in subjects such as mathematics.
  • the appropriate assignment of homework is a process that should be include those factors that determine the academic characteristics of students, such as learning history, that is, the results obtained in exams and assignments during their academic life should determine a personalized assignment of tasks.
  • the atrial sequence of a subject such as mathematics implies the study of different concepts that form a knowledge structure, where one or more concepts are predecessors of others. That is, there is a succession of skills that must be approved to successfully continue the study of subsequent skills. Hence the importance and the need to implement a system for a correct and appropriate assignment of tasks or academic burdens that allow the acquisition of knowledge.
  • the invention No. WO2013040111 A1 presents a micro skills organization design, focused on the self-assessment of a group.
  • the problem with this patent is that each group decides its own standards, which does not allow comparison between groups even when it has standardized tests of the skills to be achieved by the students.
  • the invention No. US20050244802 also works with schools or groups generating a global indicator that describes the performance achieved.
  • the invention No. US20100279265 describes a learning model focused on a longitudinal diagnosis of competences, but without entering into an analysis of required processes or skills.
  • the patent aims to provide information to the teacher to address specific weaknesses and improve the performance of their students in official exams. An important detail is that it does not offer mechanisms for deep diagnosis as a key element of the educational process.
  • the invention No. US20020034719 presents a module for generating and assigning standardized tests according to the expected performance of a student or individual in general.
  • the invention focuses more on the care and transmission of test results.
  • the invention No. US20040024776 presents a system for handling school documents, such as textbooks, teaching support materials, manuals and guides.
  • the invention provides an interface to gather materials related to a specific subject and facilitates the assignment of standardized tests to identify areas that need attention.
  • the main objective of the present invention is to achieve the most appropriate and effective allocation of academic burdens to students than previously have been evaluated by a diagnostic test according to their school level within a collegial system.
  • Figure 1 shows the structure of! knowledge of a school system.
  • Figure 2 shows the decomposition of a skill in micro skills (MH) that is, in indivisible basic skills.
  • Figure 3 shows the schematic diagram of the relationship between MH micro skills.
  • Figure 4 shows the diagram of continuous adjustment of the relationship between MH.
  • Figure 5 shows the time periods established by the school system.
  • Figure 6 shows the result of the diagnostic test.
  • Figure 7 shows the procedure for assigning workload to a user.
  • Figure 8 shows the combination of factors for the allocation of academic load.
  • Figure 9 shows the flow chart of the method.
  • Figure 10 shows the method of assigning academic load.
  • Figure 1 shows the relationship of skills according to thematic axes and sub-axes with the corresponding skill list.
  • the notation used to designate a skill is defined by the thematic axis, the thematic sub axis and its order of study.
  • ability 2 of thematic sub-axis 1 of thematic axis 4 has the following component vector: (Thematic axis, thematic sub-axis, order of study) - (4, 1, 2).
  • the k-th ability of the m-th thematic sub axis of the nth thematic axis is defined by the vector: (N, n, k).
  • the skills established by the school system are broken down into micro skills or basic unit skills.
  • a skill can be composed of two or more skills as shown in Figure 2.
  • a micro skill can be part of one or more skills,
  • micro skills and abilities there is a sequential relationship that determines a knowledge structure as shown in figure 3 of each school system. It is possible that a micro skill or one skill is part of two or more subsequent skills. If a micro skill is not a component of a skill, then there is no connection line and it will be isolated as the MH5 in Figure 3.
  • the structure of knowledge is in permanent evolution.
  • the method begins with a proposal that will change or be adjusted according to the use and importance given by the users, which will determine if a connection between a micro skill and a skill or between skills is not valid.
  • Figure 4 shows that in the first adjustment the MH 2 should not be prior to the skill (3, 3, 1) but to the skill (2, 5, 1). In the second adjustment, the MH 1 ceases to be before the skill (2, 5, 1) to be a requirement of the skill (1, 4, 3).
  • the school system defines periods of time, which can be blocks, months, weeks or bimesters.
  • Figure 5 shows that skills are grouped according to these periods of time, in this case micro skills form the basis of knowledge.
  • Figure 6 shows the results obtained for the micro skills and exemplifies the results obtained: for MH 1 the test shows satisfactory results or However, for MH 3, the results show insufficient results.
  • the diagnostic test is associated with the user's level, so the micro skills and abilities to be evaluated depend on that level.
  • Figure 6 shows the results of an exam. basic diagnosis
  • the assigned load depends, first instance, of the level of performance (ND) obtained: sufficient ND-S, regulate ND-R and insufficient ND-I and of the user's historical learning efficiency (EHA): high EHA-A, average EHA-M and low EHA -B, this is represented by the area of the connection (arrow).
  • Another aspect for load allocation is to take into account the periods of time or the form of the connection, which can be translated as the urgency for obtaining knowledge (UOC) or skill: short term UOC-CP, medium term UOC- M and long term UOC-LP.
  • the MH 2 (which is in a regular state) will have more study time than is required in MH 3 to achieve the ability (1, 2, 3) found in the second evaluation period.
  • the allocation of academic load (CA) will depend on the combination of these three factors, being high load CA-A, average CA-B and low CA-C.
  • the possible combinations of the three factors for the allocation of academic load are shown in Figure 8.
  • the nine forms are combinations of the levels of two factors: the response time of a set of exercises (2 to 3 hours, 1 hour or less than one hour) and the qualification to be obtained (acceptable less than 70, good 70 to 90 or excellent greater than 90).
  • the user chooses the most appropriate combination according to their needs: the ideal is to perform the exercises in less than an hour and obtain the highest score; If what you need is to prepare for an exam, then the combinations for a time equal to one hour is the most appropriate.

Abstract

The invention relates to a novel system for the correct and appropriate assignation of academic workload to a student, taking into account the performance level and previous evidence of learning efficiency of the student and the time frame required by the school system for the acquirement of a skill.

Description

1  one
SISTEMA DE ASIGNACIÓN DE CARGAS DE TRABAJO PARA ALCANZARSYSTEM OF ASSIGNMENT OF WORK LOADS TO REACH
HABILIDADES MATEMÁTICAS. MATHEMATICAL SKILLS.
5 CAMPO TÉCNICO DE LA INVENCIÓN 5 TECHNICAL FIELD OF THE INVENTION
La presente invención tiene su campo de aplicación preponderante en el ámbito educativo, particularmente en aquellas actividades académicas donde se requiere asignar cargas académicas o tareas (ejercicios y problemas)o dependiendo de los resultados de una evaluación previa de los conocimientos de un alumno. The present invention has its preponderant field of application in the educational field, particularly in those academic activities where it is required to assign academic burdens or tasks (exercises and problems) or depending on the results of a previous assessment of a student's knowledge.
ANTECEDENTES DE LA INVENCIÓNBACKGROUND OF THE INVENTION
5 5
Tradicionalmente las tareas escolares han sido consideradas como un medio para reforzar ios conocimientos adquiridos en la escuela y tienen como objetivo motivar el aprendizaje del niño, especialmente en materias como (as matemáticas. Sin embargo, la asignación apropiada de tareas es un proceso que0 debería de incluir aquellos factores que determinan las características académicas de los alumnos, como puede ser el historial de aprendizaje, es decir, los resultados obtenidos en exámenes y tareas durante su vida académica deberían de determinar una asignación personalizada de tareas.  Traditionally, homework has been considered as a means to reinforce the knowledge acquired in school and aims to motivate the child's learning, especially in subjects such as mathematics. However, the appropriate assignment of homework is a process that should be include those factors that determine the academic characteristics of students, such as learning history, that is, the results obtained in exams and assignments during their academic life should determine a personalized assignment of tasks.
La secuencia auricular de una materia como las matemáticas implica el estudio de diferentes conceptos que forman una estructura de conocimiento, donde uno o más conceptos son antecesores de otros. Es decir, existe una sucesión de habilidades que deben de ser aprobadas para continuar con éxito el estudio de habilidades posteriores. De aquí surge la importancia y la necesidad de implementar un sistema para una correcta y apropiada asignación de tareas o cargas académicas que permitan la adquisición de conocimiento.  The atrial sequence of a subject such as mathematics implies the study of different concepts that form a knowledge structure, where one or more concepts are predecessors of others. That is, there is a succession of skills that must be approved to successfully continue the study of subsequent skills. Hence the importance and the need to implement a system for a correct and appropriate assignment of tasks or academic burdens that allow the acquisition of knowledge.
Existen diversas invenciones que muestran sistemas de evaluación de habilidades, algunas cuentan con generadores de paquetes de aprendizaje pero no presentan la característica de tomar en cuenta factores como la premura para la obtención de una habilidad. There are several inventions that show skills assessment systems, some have learning package generators but they do not have the characteristic of taking into account factors such as the rush to obtain a skill.
A continuación se presenta una relación de invenciones relacionadas con el tema.  Below is a list of inventions related to the subject.
La invención No. WO2013040111 A1 presenta un diseño de organización de micro habilidades, enfocado en la autoevaluación de un grupo. El problema con esta patente es que cada grupo decide sus propios estándares, lo que no permite la comparación entre grupos aun cuando cuente con pruebas estandarizadas de las competencias a lograr por los alumnos. La invención No. US20050244802 igual trabaja con escuelas o grupos generando un indicador global que describe el desempeño logrado. The invention No. WO2013040111 A1 presents a micro skills organization design, focused on the self-assessment of a group. The problem with this patent is that each group decides its own standards, which does not allow comparison between groups even when it has standardized tests of the skills to be achieved by the students. The invention No. US20050244802 also works with schools or groups generating a global indicator that describes the performance achieved.
Por medio de un examen diagnóstico de habilidades previas, la patente No. US6606480 muestra un programa de aprendizaje individualizado y genera programas de atención a las debilidades encontradas, al igual que la invención No. US20120329029, la diferencia es que ésta última no entrega reporte de desempeño a docentes.  By means of a diagnostic examination of previous skills, the patent No. US6606480 shows an individualized learning program and generates attention programs to the weaknesses found, just like the invention No. US20120329029, the difference is that the latter does not deliver a report of teacher performance
Por otro lado, la invención No. US20100279265, describe un modelo de aprendizaje enfocado en un diagnóstico longitudinal de competencias, pero sin entrar en un análisis de procesos o habilidades requeridas. La patente pretende proporcionar información al docente para atender debilidades específicas y mejorar el desempeño de sus estudiantes en exámenes oficiales. Un detalle importante es que no ofrece mecanismos para el diagnóstico profundo como elemento clave del proceso educativo.  On the other hand, the invention No. US20100279265, describes a learning model focused on a longitudinal diagnosis of competences, but without entering into an analysis of required processes or skills. The patent aims to provide information to the teacher to address specific weaknesses and improve the performance of their students in official exams. An important detail is that it does not offer mechanisms for deep diagnosis as a key element of the educational process.
La invención No. US20060099563, al igual que las anteriores realiza diagnósticos, con atención inmediata a debilidades, mediante tutoriales o explicaciones rápidas, así como material de reforzamiento apropiado. La patente adolece al no contar con un balance entre la necesidad inmediata y futura de habilidades.  The invention No. US20060099563, like the previous ones, makes diagnoses, with immediate attention to weaknesses, by means of tutorials or quick explanations, as well as appropriate reinforcement material. The patent suffers from not having a balance between the immediate and future need for skills.
Existe otro sistema establecido en la invención No. US20100062411, el cual elabora rutas críticas para mejorar el desempeño de los estudiantes. Atiende áreas prioritarias correlacionadas con habilidades requeridas para el aprendizaje de conceptos futuros. Mediante una serie de tres exámenes la invención No. US20100190145 detecta cuales son las fortalezas significativas de un estudiante. No se menciona si el sistema asigna material educativo para una mejora constante. There is another system established in the invention No. US20100062411, which develops critical routes to improve student performance. It serves priority areas correlated with skills required for learning future concepts. Through a series of three exams the invention No. US20100190145 detects what are the significant strengths of a student. It is not mentioned if the system assigns educational material for constant improvement.
La invención No. US20020034719 presenta un módulo de generación y asignación de pruebas estandarizadas en función del desempeño esperado de un estudiante o individuo en general. La invención se enfoca más en el cuidado y transmisión de resultados de la prueba. The invention No. US20020034719 presents a module for generating and assigning standardized tests according to the expected performance of a student or individual in general. The invention focuses more on the care and transmission of test results.
La invención No. US20110307396 presenta un aspecto diferente a las patentes anteriores, ya que asigna pruebas de desempeño académico actualizando el perfil de competencias del estudiante, de acuerdo a los estándares unitarios evaluados.  The invention No. US20110307396 presents a different aspect to the previous patents, since it assigns tests of academic performance updating the proficiency profile of the student, according to the unit standards evaluated.
En cuanto al estilo y forma de los estudiantes se tiene (a invención No. US20120308980 que describe un método para encontrar secuencias de aprendizaje, buscando descubrir la versión que más eficientemente facilite el aprendizaje del estudiante. Si el estudiante alcanzó la competencia deseada entonces se permite su ingreso al siguiente nivel. El problema con ésta patente es que no se prevé que un estudiante con rezagos presente poca motivación que permita acelerar el proceso y mantener el ritmo requerido por el sistema educativo oficial. El sistema no permite identificar los descriptores críticos del material didáctico que mejor funcionaron con el estudiante.  As for the style and form of the students, there is (by invention No. US20120308980 describing a method for finding learning sequences, seeking to discover the version that most efficiently facilitates student learning. If the student reached the desired competence then it is allowed admission to the next level The problem with this patent is that it is not expected that a lagged student will have little motivation to accelerate the process and maintain the pace required by the official education system.The system does not identify critical descriptors of the material didactic that worked best with the student.
Existen diferentes patentes de sistemas que conservan el historial académico de un alumno, como las invenciones No. US20040093346, No. WO2013039922A1 y No. US20040219503, las cuales adolecen de poseer métodos efectivos para implementar el concepto.  There are different systems patents that preserve a student's academic record, such as inventions No. US20040093346, No. WO2013039922A1 and No. US20040219503, which suffer from having effective methods to implement the concept.
La invención No. US20040024776, presenta un sistema para el manejo de documentos escolares, como libros de texto, materiales didácticos de soporte, manuales y guias. La invención provee una interfaz para reunir materiales relacionados a un tema especifico y facilita la asignación de pruebas estandarizadas para identificar área que requieren atención. The invention No. US20040024776, presents a system for handling school documents, such as textbooks, teaching support materials, manuals and guides. The invention provides an interface to gather materials related to a specific subject and facilitates the assignment of standardized tests to identify areas that need attention.
El objetivo principal de la presente invención es lograr la asignación más apropiada y efectiva de cargas académicas a estudiantes que previamente hayan sido evaluados por un examen diagnóstico de acuerdo a su nivel escolar dentro de un sistema colegial. The main objective of the present invention is to achieve the most appropriate and effective allocation of academic burdens to students than previously have been evaluated by a diagnostic test according to their school level within a collegial system.
DESCRIPCIÓN DETALLADA DE LA INVENCIÓN DETAILED DESCRIPTION OF THE INVENTION
Breve descripción de las figuras: Brief description of the figures:
La figura 1 muestra la estructura de! conocimiento de un sistema escolar.  Figure 1 shows the structure of! knowledge of a school system.
La figura 2 muestra la descomposición de una habilidad en micro habilidades (MH) es decir, en habilidades básicas indivisibles. Figure 2 shows the decomposition of a skill in micro skills (MH) that is, in indivisible basic skills.
La figura 3 muestra el diagrama esquemático de la relación entre micro habilidades MH.  Figure 3 shows the schematic diagram of the relationship between MH micro skills.
La figura 4 muestra el diagrama de ajuste continuo de la relación entre MH. La figura 5 muestra los períodos de tiempo establecidos por el sistema escolar. La figura 6 muestra el resultado del examen diagnóstico.  Figure 4 shows the diagram of continuous adjustment of the relationship between MH. Figure 5 shows the time periods established by the school system. Figure 6 shows the result of the diagnostic test.
La figura 7 muestra el procedimiento de asignación de carga de trabajo a un usuario.  Figure 7 shows the procedure for assigning workload to a user.
La figura 8 muestra la combinación de factores para la asignación de la carga académica.  Figure 8 shows the combination of factors for the allocation of academic load.
La figura 9 muestra el diagrama de flujo del método. Figure 9 shows the flow chart of the method.
La figura 10 muestra el método de asignación de carga académica.  Figure 10 shows the method of assigning academic load.
Aun cuando los conceptos matemáticos son universales, las secretarías o ministerios de educación de cada país deciden la estructura y distribución temporal de los temas a estudiar. La figura 1 muestra la relación de las habilidades de acuerdo a ejes y sub ejes temáticos con la correspondiente listel de habilidades. La notación utilizada para designar una habilidad está definida por el eje temático, el sub eje temático y su orden de estudio. Por ejemplo, la habilidad 2 del sub eje temático 1 del eje temático 4 tiene el siguiente vector de componentes: (Eje temático, sub eje temático, orden de estudio) - (4, 1, 2). En general, la k-ésima habilidad del m-ésimo sub eje temático del n-ésimo eje temático está definido por el vector: (N, n, k). Las habilidades establecidas por el sistema escolar se descomponen en micro habilidades o habilidades básicas unitarias. Una habilidad puede estar compuesta por dos o más habilidades como se muestra es la figura 2. Una micro habilidad puede formar parte de una o más habilidades, Even when the mathematical concepts are universal, the secretariats or ministries of education of each country decide the structure and temporal distribution of the subjects to study. Figure 1 shows the relationship of skills according to thematic axes and sub-axes with the corresponding skill list. The notation used to designate a skill is defined by the thematic axis, the thematic sub axis and its order of study. For example, ability 2 of thematic sub-axis 1 of thematic axis 4 has the following component vector: (Thematic axis, thematic sub-axis, order of study) - (4, 1, 2). In general, the k-th ability of the m-th thematic sub axis of the nth thematic axis is defined by the vector: (N, n, k). The skills established by the school system are broken down into micro skills or basic unit skills. A skill can be composed of two or more skills as shown in Figure 2. A micro skill can be part of one or more skills,
Entre las micro habilidades y habilidades existe una relación secuencial que determina una estructura del conocimiento como lo muestra la figura 3 propia de cada sistema escolar. Es posible que una micro habilidad o una habilidad formen parte de dos o más habilidades posteriores. Si una micro habilidad no es componente de una habilidad, entonces no existe línea de conexión y se encontrará aislado como la MH5 de la figura 3. Among the micro skills and abilities there is a sequential relationship that determines a knowledge structure as shown in figure 3 of each school system. It is possible that a micro skill or one skill is part of two or more subsequent skills. If a micro skill is not a component of a skill, then there is no connection line and it will be isolated as the MH5 in Figure 3.
La estructura del conocimiento se encuentra en evolución permanente. El método inicia con una propuesta que cambiará o se ajustará de acuerdo al uso e importancia dada por los usuarios, la cual determinará si una conexión entre una micro habilidad y una habilidad o entre habilidades no es válida. La figura 4 muestra que en el primer ajuste la MH 2 no debe ser previo a la habilidad (3, 3, 1) sino a la habilidad (2, 5, 1). En el segundo ajuste, la MH 1 deja de ser anteceder a la habilidad (2, 5, 1) para ser un requisito de la habilidad (1, 4, 3). El sistema escolar define períodos de tiempo, que pueden ser bloques, meses, semanas o bimestres. La figura 5 muestra que las habilidades se agrupan de acuerdo a estos periodos de tiempo, en este caso las micro habilidades forman la base del conocimiento.  The structure of knowledge is in permanent evolution. The method begins with a proposal that will change or be adjusted according to the use and importance given by the users, which will determine if a connection between a micro skill and a skill or between skills is not valid. Figure 4 shows that in the first adjustment the MH 2 should not be prior to the skill (3, 3, 1) but to the skill (2, 5, 1). In the second adjustment, the MH 1 ceases to be before the skill (2, 5, 1) to be a requirement of the skill (1, 4, 3). The school system defines periods of time, which can be blocks, months, weeks or bimesters. Figure 5 shows that skills are grouped according to these periods of time, in this case micro skills form the basis of knowledge.
La aplicación de un examen diagnóstico permitirá la calificación de cada una de (as micro habilidades y habilidades. En la figura 6 se muestran los resultados obtenidos para las micro habilidades y se ejemplifica los resultados obtenidos: para la MH 1 el examen muestra resultados satisfactorios o aprobatorios. Sin embargo para la MH 3 los resultados muestran resultados insuficientes. El examen diagnóstico está asociado al nivel del usuario, por lo que las micro habilidades y habilidades a evaluar depende de dicho nivel. En la figura 6 se representan los resultados de un examen diagnóstico básico.  The application of a diagnostic test will allow the qualification of each of the micro skills and abilities. Figure 6 shows the results obtained for the micro skills and exemplifies the results obtained: for MH 1 the test shows satisfactory results or However, for MH 3, the results show insufficient results.The diagnostic test is associated with the user's level, so the micro skills and abilities to be evaluated depend on that level.Figure 6 shows the results of an exam. basic diagnosis
Después de la aplicación del examen diagnóstico es necesario la asignación de la carga académica (ejercicios) que permitirá cambiar la calificación obtenida, por ejemplo, de insuficiente a suficiente. La carga asignada depende, en primera instancia, del nivel de desempeño (ND) obtenido: suficiente ND-S, regular ND-R e insuficiente ND-I y de la eficiencia histórica de aprendizaje (EHA) del usuario: alta EHA-A, media EHA-M y baja EHA-B, esto se representa por el área de la conexión (flecha). Otro aspecto para la asignación de carga es tomar en cuenta ios períodos de tiempo o la forma de la conexión, lo cual puede traducirse como la urgencia por la obtención del conocimiento (UOC) o habilidad: corto plazo UOC-CP, mediano plazo UOC-M y largo plazo UOC-LP. Por ejemplo, si la habilidad (3, 3, 1) se evaluará en el tercer período, como se muestra en la figura 7, entonces la MH 2 (que se encuentra en estado regular) dispondrá de más tiempo de estudio que el requerido en la MH 3 para lograr la habilidad (1, 2, 3) que se encuentra en el segundo período de evaluación. La asignación de la carga académica (CA) dependerá de la combinación de éstos tres factores, siendo carga alta CA-A, media CA-B y baja CA-C. After the application of the diagnostic test, it is necessary to assign the academic load (exercises) that will allow to change the grade obtained, for example, from insufficient to sufficient. The assigned load depends, first instance, of the level of performance (ND) obtained: sufficient ND-S, regulate ND-R and insufficient ND-I and of the user's historical learning efficiency (EHA): high EHA-A, average EHA-M and low EHA -B, this is represented by the area of the connection (arrow). Another aspect for load allocation is to take into account the periods of time or the form of the connection, which can be translated as the urgency for obtaining knowledge (UOC) or skill: short term UOC-CP, medium term UOC- M and long term UOC-LP. For example, if the skill (3, 3, 1) will be evaluated in the third period, as shown in Figure 7, then the MH 2 (which is in a regular state) will have more study time than is required in MH 3 to achieve the ability (1, 2, 3) found in the second evaluation period. The allocation of academic load (CA) will depend on the combination of these three factors, being high load CA-A, average CA-B and low CA-C.
En la Figura 8 se muestras las combinaciones posibles de los tres factores para la asignación de carga académica. Las nueve formas son combinaciones de los niveles de dos factores: el tiempo de respuesta de un conjunto de ejercicios (de 2 a 3 horas, 1 hora o menos de una hora) y la calificación a obtener (aceptable menos de 70, buena de 70 a 90 o excelente mayor a 90). El usuario elige la combinación más apropiada de acuerdo a sus necesidades: la ideal es realizar los ejercicios en menos de una hora y obtener la calificación más alta; si lo que necesita es prepararse para un examen, entonces las combinaciones para un tiempo igual a una hora es lo más adecuado.  The possible combinations of the three factors for the allocation of academic load are shown in Figure 8. The nine forms are combinations of the levels of two factors: the response time of a set of exercises (2 to 3 hours, 1 hour or less than one hour) and the qualification to be obtained (acceptable less than 70, good 70 to 90 or excellent greater than 90). The user chooses the most appropriate combination according to their needs: the ideal is to perform the exercises in less than an hour and obtain the highest score; If what you need is to prepare for an exam, then the combinations for a time equal to one hour is the most appropriate.

Claims

REIVINDICACIONES 1 . Un método implementado dentro de un sistema escolar, el cual permite una asignación eficiente de cargas académicas o tareas para lograr (a acreditación satisfactoria de la competencia de una habilidad escolar inmersa en una estructura de conocimiento, caracterizado por: CLAIMS 1. A method implemented within a school system, which allows an efficient allocation of academic burdens or tasks to achieve (a satisfactory accreditation of the competence of a school skill immersed in a knowledge structure, characterized by:
• Registro de una estructura currícular de micro habilidades básicas o unitarias (MH) y habilidades (H) compuestas por dos o más micro habilidades específicas para el dominio de las matemáticas, e identificación de los conceptos críticos e indispensables para el aprendizaje del álgebra, metrología, lógica matemática, probabilidad, estadística y, estructura y representación de Datos; • Registration of a curriculum structure of basic or unit micro skills (MH) and skills (H) composed of two or more specific micro skills for mastery of mathematics, and identification of critical and indispensable concepts for learning algebra, metrology , mathematical logic, probability, statistics and, structure and representation of data;
• Configuración de un sistema donde se relacionen las habilidades y micro habilidades y se muestren los vínculos existentes para la determinación de conceptos precurrentes en la adquisición de conocimientos posteriores, de acuerdo a un pian de estudios o programa de enseñanza; • Configuration of a system where skills and micro skills are related and the existing links for the determination of precurrent concepts in the acquisition of subsequent knowledge are shown, according to a study plan or teaching program;
• Captura y registro del nivel de desempeño académico (NDA) de un alumno mediante la aplicación de un examen diagnóstico de acuerdo al grado escolar para la verificación de conocimientos; • Capture and record the level of academic performance (NDA) of a student by applying a diagnostic test according to the grade level for the verification of knowledge;
• Captura y registro de la eficiencia histórica de aprendizaje (EHA) de un alumno; • Capture and record the historical learning efficiency (EHA) of a student;
• Urgencia para la obtención del conocimiento (UOC) definida por la estructura propia del sistema escolar usuario de la invención; • Urgency for obtaining knowledge (UOC) defined by the structure of the school system user of the invention;
• Identificación de la forma de aprendizaje; • Identification of the way of learning;
• Identificación de la carga académica (CA) apropiada para un alumno en particular de acuerdo a la forma de aprendizaje.  • Identification of the academic load (CA) appropriate for a particular student according to the way of learning.
2. El sistema de conformidad con la reivindicación No. 1, donde las micro habilidades básicas o unitarias y las habilidades compuestas por dos o más micro habilidades son determinadas por la estructura del conocimiento de las matemáticas; 2. The system according to claim No. 1, wherein the basic or unit micro skills and the skills composed of two or more micro skills are determined by the structure of the knowledge of mathematics;
3. El sistema de conformidad con la reivindicación No. 2, donde la estructura entre las micro habilidades básicas y las habilidades compuestas tiene la opción de evolucionar para lograr una estructura más apropiada; 3. The system according to claim No. 2, wherein the structure between basic micro skills and compound skills has the option of evolving to achieve a more appropriate structure;
4. El sistema de conformidad con ia reivindicación No. 3, donde la evolución de la estructura de las relaciones entre las micro habilidades básicas y las habilidades compuestas se produce mediante el uso del sistema y la importancia dada por los usuarios;  4. The system in accordance with claim No. 3, wherein the evolution of the structure of the relationships between basic micro skills and compound skills occurs through the use of the system and the importance given by the users;
5. El sistema de conformidad con la reivindicación No. 4, donde los usuarios califican la estructura original propuesta por el sistema para realizar ajustes de vínculos entre las micro habilidades básicas y las habilidades compuestas;  5. The system in accordance with claim No. 4, wherein users rate the original structure proposed by the system to make link adjustments between basic micro skills and composite skills;
6. El sistema de conformidad con la reivindicación No. 5, donde ia modificación al sistema estructural entre las micro habilidades básicas y las habilidades compuestas se presenta cuando al menos cinco usuarios indiquen la necesidad de la modificación;  6. The system according to claim No. 5, wherein the modification to the structural system between the basic micro skills and the composite skills is presented when at least five users indicate the need for the modification;
7. El sistema de conformidad con ia reivindicación No. 1, donde el sistema escolar determina la secuencia curricular;  7. The system in accordance with claim No. 1, wherein the school system determines the curricular sequence;
8. El sistema de conformidad con la reivindicación No. 1 , donde el nivel de desempeño académico es medido mediante un examen diagnóstico que califica con suficiente (NDA-S), regular (NDA-R) o insuficiente (NDA-I) la categoría alcanzada en una micro habilidad básica o unitaria o habilidad compuesta;  8. The system according to claim No. 1, wherein the level of academic performance is measured by a diagnostic test that qualifies with sufficient (NDA-S), regular (NDA-R) or insufficient (NDA-I) category achieved in a basic or unit micro skill or compound skill;
9. El sistema de conformidad con la reivindicación No. 8, donde un alumno obtiene calificación suficiente si el examen diagnóstico muestra una puntuación mayor o igual a 90 en una escala de puntos de 0 a 100; donde un alumno obtiene calificación regular si el examen diagnóstico muestra una puntuación mayor o igual a 70 y menor a 90 en una escala de puntos de 0 a 100; donde un alumno obtiene calificación insuficiente si el examen diagnóstico muestra una puntuación menor a 70 en una escala de puntos de 0 a 100; 9. The system according to claim No. 8, wherein a student obtains a sufficient grade if the diagnostic test shows a score greater than or equal to 90 on a scale of 0 to 100 points; where a student obtains a regular grade if the diagnostic test shows a score greater than or equal to 70 and less than 90 on a scale of 0 to 100 points; where a student obtains insufficient grade if the diagnostic test shows a score lower than 70 on a scale of 0 to 100 points;
10. El sistema de conformidad con la reivindicación No. 1, donde la eficiencia histórica de aprendizaje (EHA) se construye a medida que el usuario utiliza el sistema para la evaluación de sus conocimientos; 10. The system according to claim No. 1, wherein the historical learning efficiency (EHA) is constructed as the user uses the system for the evaluation of their knowledge;
11. El sistema de conformidad con la reivindicación No. 10, donde el registro continuo de las actividades desarrolladas para la construcción de la EHA por un usuario permite la construcción de un perfil de aprendizaje;  11. The system according to claim No. 10, wherein the continuous recording of the activities developed for the construction of the EHA by a user allows the construction of a learning profile;
12. El sistema de conformidad con la reivindicación No. 11 , donde el perfil de aprendizaje obtenido por la construcción de un índice para la EHA incluye a) duración en minutos de cada sesión, b) eficiencia medida como unidades de trabajo académico realizadas por minuto, c) eficacia medida como el porcentaje de cumplimiento de sus metas de estudio en los últimos tres meses, y d) espaciamiento temporal en días, promedio y desviación estándar, entre sesiones;  12. The system according to claim No. 11, wherein the learning profile obtained by the construction of an index for the EHA includes a) duration in minutes of each session, b) efficiency measured as units of academic work performed per minute , c) effectiveness measured as the percentage of compliance with their study goals in the last three months, and d) temporary spacing in days, average and standard deviation, between sessions;
13. El sistema de conformidad con la reivindicación No. 12, donde el sistema asigna rangos a los resultados obtenidos en la determinación de la EHA. 13. The system according to claim No. 12, wherein the system assigns ranges to the results obtained in the determination of the EHA.
14. El sistema de conformidad con la reivindicación No. 15, donde los posibles rangos para el índice de la EHA son: alta (EHA-A), media (EHA-M) y baja (EHA-B), en una escala de puntuación del 0 al 100. 14. The system according to claim No. 15, wherein the possible ranges for the EHA index are: high (EHA-A), medium (EHA-M) and low (EHA-B), on a scale of score from 0 to 100.
15. El sistema de conformidad con la reivindicación No. 15, donde la EHA es alta cuando el índice calcule un valor mayor a 90 en una escala de puntuación del 0 al 100; donde la EHA es media cuando el índice calcule un valor mayor o igual a 70 y menor a 90 en una escala de puntuación del 15. The system according to claim No. 15, wherein the EHA is high when the index calculates a value greater than 90 on a score scale of 0 to 100; where the EHA is average when the index calculates a value greater than or equal to 70 and less than 90 on a score scale of
0 al 100; donde la EHA es baja cuando el índice calcule un valor menor a0 to 100; where the EHA is low when the index calculates a value less than
70 en una escala de puntuación del 0 al 100; 70 on a score scale from 0 to 100;
16. El sistema de conformidad con la reivindicación No. 1, donde la calificación de la urgencia de obtención del conocimiento UOC depende del sistema escolar; 16. The system in accordance with claim No. 1, wherein the qualification of the urgency of obtaining UOC knowledge depends on the school system;
17. El sistema de conformidad con la reivindicación No. 16, donde para la determinación de la UOC se establecen períodos de tiempo: meses, bimestres, bloques o cualquier unidad de tiempo de evaluación de conocimientos. 17. The system according to claim No. 16, where time periods are established for the determination of the UOC: months, bimesters, blocks or any unit of time for knowledge evaluation.
18. El sistema de conformidad con ia reivindicación No. 17, donde ia UOC asigna una calificación alta, media o baja dependiendo de la "lejanía" a la cual se encuentre la habilidad posterior a evaluar. 18. The system according to claim No. 17, wherein the UOC assigns a high, medium or low rating depending on the "remoteness" to which the subsequent ability to evaluate is found.
19. El sistema de conformidad con la reivindicación No. 18, donde ia calificación de UOC es alta (UOC-A) cuando la habilidad posterior se encuentre en el siguiente período de tiempo; donde la calificación de UOC es media (UOC-M) cuando la habilidad posterior se encuentre dos períodos de tiempo después; donde la calificación de UOC es baja (UOC- B) cuando la habilidad posterior se encuentre tres o más periodos de tiempo después;  19. The system according to claim No. 18, wherein the UOC rating is high (UOC-A) when the subsequent ability is in the next period of time; where the UOC rating is average (UOC-M) when the subsequent ability is two periods later; where the UOC rating is low (UOC-B) when the subsequent ability is three or more periods later;
20. El sistema de conformidad con la reivindicación No. 1 , donde la asignación de carga académica (CA) para lograr la suficiencia en una micro habilidad unitaria o básica y una habilidad compuesta depende del cálculo de un índice que combina los resultados obtenidos para NDA, EHA y UOC. 20. The system according to claim No. 1, wherein the allocation of academic load (CA) to achieve proficiency in a unit or basic micro skill and a composite ability depends on the calculation of an index that combines the results obtained for NDA , EHA and UOC.
21. El sistema de conformidad con la reivindicación No. 1, donde la carga académica es afta (CA-A) cuando el índice calcule un valor mayor a 90 en una escala de puntuación del 0 al 100; donde la carga académica es media (CA-M) cuando el índice calcule un valor mayor o igual a 70 y menor a 90 en una escala de puntuación del 0 al 100; donde la carga académica es baja (CA-B) cuando el índice calcule un valor menor a 70 en una escala de puntuación del 0 al 100; 21. The system according to claim No. 1, wherein the academic load is thrush (CA-A) when the index calculates a value greater than 90 on a score scale of 0 to 100; where the academic load is average (CA-M) when the index calculates a value greater than or equal to 70 and less than 90 on a score scale from 0 to 100; where the academic load is low (CA-B) when the index calculates a value less than 70 on a score scale from 0 to 100;
22. El sistema de conformidad con la reivindicación No. 1 , donde la asignación sugerida de carga académica depende de la forma de aprendizaje seleccionada.  22. The system according to claim No. 1, wherein the suggested allocation of academic load depends on the form of learning selected.
23. El sistema de conformidad con la reivindicación No. 22, donde se determinan nueve formas posibles de aprendizaje, dependiendo del tiempo requerido para resolver un conjunto de ejercicios y la calificación deseada.  23. The system according to claim No. 22, wherein nine possible forms of learning are determined, depending on the time required to solve a set of exercises and the desired grade.
PCT/MX2015/000181 2015-12-14 2015-12-14 System for assigning workloads for the achievement of mathematical skills WO2017105176A1 (en)

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Citations (2)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US20110307396A1 (en) * 2010-06-15 2011-12-15 Masteryconnect Llc Education Tool for Assessing Students
US20120308980A1 (en) * 2011-06-03 2012-12-06 Leonard Krauss Individualized learning system

Patent Citations (2)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US20110307396A1 (en) * 2010-06-15 2011-12-15 Masteryconnect Llc Education Tool for Assessing Students
US20120308980A1 (en) * 2011-06-03 2012-12-06 Leonard Krauss Individualized learning system

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