Addressing Ill-Structured Inequities in Learning Science through Reified Equations

Potential Abstract: This research article explores the pervasive issue of ill-structured inequities in the context of learning science, with a focus on the role of reified equations. Ill-structured problems, characterized by ambiguities, multiple solutions, and real-world complexity, pose significant challenges for learners. Moreover, educational systems often fail to address inequities, exacerbating the already complex nature of ill-structured problem-solving. This study aims to investigate how the reification of equations can contribute to mitigating these challenges and promoting equitable learning opportunities for all students.

The research draws on theoretical perspectives from the fields of artificial intelligence and education to propose a framework that integrates cognitive models and instructional strategies. By reifying equations, i.e., making them tangible and visible, learners can gain a deeper understanding of underlying mathematical concepts and enhance their problem-solving abilities. The framework seeks to address both the cognitive and socio-cultural dimensions of learning, taking into account individual differences, cultural contexts, and the diverse needs of learners.

To investigate the effectiveness of the proposed framework, a mixed-methods approach will be employed. The study will involve a sample of high school students from diverse backgrounds, and data will be collected through a series of experimental tasks, interviews, and surveys. Quantitative data analysis will be conducted to examine the impact of reified equations on students’ problem-solving performance and their perceptions of the learning experience. Qualitative analysis will provide insights into students’ cognitive processes, metacognitive strategies, and social interactions during problem-solving.

The findings of this research will contribute to the existing literature on ill-structured problem-solving and equity in education. By examining the potential of reified equations to address ill-structured inequities, this study aims to provide practical insights and recommendations for educators, curriculum designers, and policymakers. The research outcomes will inform the development of instructional materials, pedagogical approaches, and educational policies that promote equitable learning opportunities and foster students’ problem-solving skills in the field of learning science.

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