Decisions of an adaptive engine from a didcatical perspective

This study describes the considerations and decisions of the adaptive engine in adjusting a learning trajectory for each student for the “Fraction my way" for the 4th grade digital environment. We examined and formulated the decisions of the adaptive engine from a didactic point of view, translating algorithmic processes into mathematics teaching processes and learning processes - as much as possible. The research findings show a change in the sequence of tasks, skipping back and forth for practicing and reinforcement of the topics, treating identified misconceptions while keeping the student challenged and not bored or frustrated. Most, but not all, of the algorithmic decisions were described from a didactical point of view, enabling a critical perspective on the modifications made in student’s learning trajectories.