Learning of Linear Algebra Word Concepts Using a Cognitive Tutor Software: An Implication for In-Service Teachers
Abstract: This paper reported a study of twelve tenth-grade students using Cognitive Tutor, a math software program, to learn linear algebra word concepts. The purpose of this study was to examine whether students’ mathematics performance provided evidence to support Koedlinger’s (2002) four instructional principles used to develop the program. The data included pretest and posttest scores, classroom observations, and student interviews. The findings provided some evidence that the two instructional principles focusing on processes and multiple representations enhanced the effects of Cognitive Tutor on learning. However, no evidence was found to support the two instructional principles that focus on scaffolding and transfer of learning. Additional findings related to student satisfaction and dissatisfaction with using Cognitive Tutor to learn mathematics were reported.
Presider: Lawrence Kambiwoa Nunatcho, Hubert H. Humphrey Fellow