Cognitive tutor: Applied research in mathematics education
Cognitive tutor: Applied research in mathematics education
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DOI：
10.3758/bf03194060
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发表时间：
2007-04-01
影响因子：
3.5
通讯作者：
Corbett, Albert
中科院分区：
文献类型：
--
作者：
Ritter, Steven;Anderson, John R.;Corbett, Albert
25年来，我们一直致力于建立数学认知模型，这些模型已成为初中和高中课程的基础。我们讨论了这种方法的理论背景和证据表明，由此产生的课程比其他教学方法更有效。我们还讨论了如何在我们的教学软件中嵌入一个明确的理论，使我们能够动态地评估我们的教学在一个更详细的水平比以前可能的有效性。该软件目前的广泛使用使我们能够在大量学生中测试假设。我们相信，这将导致新的方法来理解数学认知和改进教学。
For 25 years, we have been working to build cognitive models of mathematics, which have become a basis for middle- and high-school curricula. We discuss the theoretical background of this approach and evidence that the resulting curricula are more effective than other approaches to instruction. We also discuss how embedding a well specified theory in our instructional software allows us to dynamically evaluate the effectiveness of our instruction at a more detailed level than was previously possible. The current widespread use of the software is allowing us to test hypotheses across large numbers of students. We believe that this will lead to new approaches both to understanding mathematical cognition and to improving instruction.