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Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (1997). Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education (IJAIED), 8, 30-43.
Background
Practical Algebra Tutor (PAT), is an intelligent tutoring system within the Pittsburgh city school system. The authors evaluated the PAT in several algebra classrooms in the Pittsburgh school system. The evaluation compares mathematical achievement of students using the tutoring system with students of similar backgrounds not using the system. A small sample of higher achieving students is also part of the comparison. The comparison allows the authors to measure the effectiveness of PAT. The PAT system is a companion of the PUMP, Pittsburgh Urban Mathematics Project, algebra curriculum. The PUMP curriculum’s design engages students in analysis of real-world math situations. It also has them use computational tools to solve real-world equations. The authors emphasize the use of real-world equations to provide students with context (Koedinger et al, 1997, 33).
PAT uses the ACT cognitive theory where a “cognitive model is written as a system of if-then production rules that are capable of generating the multitude of solution steps and mis-steps typical of students”(Koedinger et al, 1997, 32). PAT presents students with equations provided by classroom teachers. The teachers use problem which students could encounter in the real-world The students use computational tools such as spreadsheets and graphs to work through the equations. The intelligent tutoring system tracks their progress, provides feedback and assists the student if the student requests. By comparing PAT and non-PAT using students performance, the authors note that the PAT users scored 100 percent higher on targeted curricula and 15 percent higher on standardized tests overall than non-PAT users. Evaluators include two standardized tests to measure student learning, the Iowa Algebra Aptitude test and a subset of the Math SAT which is appropriate for students in the 9th grade (Koedinger et al, 1997, 39).
Key Points:
- The PAT intelligent tutoring had success being implemented in an urban school setting
- Real-world application of the content made problems more relatable
- Based on the ACT theory
- Programmed as if-then statements able to generate possible student solution steps or mis-steps
- Model tracing and Knowledge Tracing
- Model tracing tracks students progress on a problem to a model of the problem solution so when mis-steps occur or hints are needed the instruction is personalized to the student
- Knowledge tracing tracks student learning from problem to problem to identify student strengths and weaknesses to better suggest targeted instruction
Design Principles
The design of the PAT tutoring system utilizes several concepts to help ensure student success. Timely feedback allows users to see errors when they occur. For common errors, PAT offers instruction on wh