Cognitive Tutor[R] Algebra I. What Works Clearinghouse Intervention Report PDF Download
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![Cognitive Tutor[R] Algebra I. What Works Clearinghouse Intervention Report PDF](https://books.google.com/books/content/images/frontcover/BM1DvwEACAAJ?fife=w150-h200)
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 11
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Book Description
The "Cognitive Tutor[R] Algebra I" curriculum, published by Carnegie Learning, is an approach that combines algebra textbooks with interactive software. The software is developed around an artificial intelligence model that identifies strengths and weaknesses in each individual student's mastery of mathematical concepts. It then customizes prompts to focus on areas where the student is struggling and sends the student to new problems that address those specific concepts. The What Works Clearinghouse (WWC) reviewed 14 studies on "Cognitive Tutor[R] Algebra I." One of these studies meets WWC evidence standards; the remaining 13 studies do not meet either WWC evidence standards or eligibility screens. Based on the one study, the WWC found potentially positive effects on math achievement. The conclusions presented in this report may change as new research emerges. Six appendices include: (1) Study characteristics; (2) Outcome measures; (3) Summary of study findings; (4) Summary of additional findings; (5) Rating by achievement domain and (6) Extent of evidence by domain. (Contains 8 footnotes.) [This report has been updated to include reviews of studies released since an earlier WWC Intervention Report. For the previous report, see ED499299.].
![Cognitive Tutor[R] Algebra I. What Works Clearinghouse Intervention Report PDF](https://books.google.com/books/content/images/frontcover/BM1DvwEACAAJ?fife=w80-h100)
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 11
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Book Description
The "Cognitive Tutor[R] Algebra I" curriculum, published by Carnegie Learning, is an approach that combines algebra textbooks with interactive software. The software is developed around an artificial intelligence model that identifies strengths and weaknesses in each individual student's mastery of mathematical concepts. It then customizes prompts to focus on areas where the student is struggling and sends the student to new problems that address those specific concepts. The What Works Clearinghouse (WWC) reviewed 14 studies on "Cognitive Tutor[R] Algebra I." One of these studies meets WWC evidence standards; the remaining 13 studies do not meet either WWC evidence standards or eligibility screens. Based on the one study, the WWC found potentially positive effects on math achievement. The conclusions presented in this report may change as new research emerges. Six appendices include: (1) Study characteristics; (2) Outcome measures; (3) Summary of study findings; (4) Summary of additional findings; (5) Rating by achievement domain and (6) Extent of evidence by domain. (Contains 8 footnotes.) [This report has been updated to include reviews of studies released since an earlier WWC Intervention Report. For the previous report, see ED499299.].
Author: Mathematica Policy Research, Inc
Publisher:
ISBN:
Category :
Languages : en
Pages : 39
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Book Description
"Cognitive Tutor"ʼ is a secondary mathematics curriculum developed by Carnegie Learning that focuses on how students think about and learn mathematics. Teachers facilitate student learning as students acquire and apply new information and discuss their work. The curriculum can be implemented using a textbook, adaptive software, or combination of textbook and software activities. This What Works Clearinghouse (WWC) intervention report focuses on studies of all "Cognitive Tutor"ʼ secondary courses, which include: "Algebra I," "Algebra II," and "Geometry," as well as "Integrated Math I," "II," and "III," a three-course series that integrates numeric, algebraic, geometric, and statistical content. WWC identified six studies of "Cognitive Tutorʼ Algebra I" and one study of "Cognitive Tutorʼ Geometry" that both fall within the scope of the Secondary Mathematics topic area and meet WWC group design standards. Two studies of "Cognitive Tutorʼ Algebra I" meet WWC group design standards without reservations, and four studies of "Cognitive Tutorʼ Algebra I" meet WWC group design standards with reservations. Together, these six studies included 12,840 students in grades 8-13 in 118 locations. The one study of "Cognitive Tutorʼ Geometry" also meets WWC group design standards with reservations. This study included 669 students in grades 9-12 in eight locations. The following are appended: (1) Research details for: Cabalo et al. (2007), Ritter et al. (2007), Campuzano et al. (2009), Pane et al. (2014), Shneyderman (2001), Wolfson et al. (2008), and Pane et al. (2010); (2) Outcome measures for each domain; (3) Findings included in the rating for studies of: "Cognitive Tutorʼ Algebra I" for the algebra domain, "Cognitive Tutorʼ Algebra I" for the general mathematics achievement domain, and "Cognitive Tutorʼ Geometry" in the geometry domain; and (4) Description of supplemental findings of "Cognitive Tutorʼ Algebra I" for the general mathematics achievement domain. A glossary of terms is included.
![Carnegie Learning Curricula and Cognitive Tutor[R] Software. What Works Clearinghouse Intervention Report PDF](https://books.google.com/books/content/images/frontcover/PfXwvgEACAAJ?fife=w80-h100)
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 17
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Book Description
The combination of "Carnegie Learning Curricula and Cognitive Tutor[R] Software" merges algebra textbooks with interactive software developed around an artificial intelligence model that identifies strengths and weaknesses in an individual student's mastery of mathematical concepts. The software customizes prompts to focus on areas in which the student is struggling and routes the student to problems that address those specific concepts. The What Works Clearinghouse (WWC) reviewed 24 studies on "Carnegie Learning Curricula and Cognitive Tutor[R] Software" for high school students. Two of these studies meet WWC evidence standards; two studies meet WWC evidence standards with reservations; the remaining 20 studies do not meet either WWC evidence standards or eligibility screens. Based on the four studies, the WWC found no discernible effects on mathematics achievement for high school students. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics; (2) Outcome measures for the mathematics achievement domain; (3) Summary of study findings included in the rating for the mathematics achievement domain; (4) Summary of subscale findings for the mathematics achievement domain; (5) "Carnegie Learning Curricula and Cognitive Tutor[R] Software" rating for the mathematics achievement domain; and (6) Extent of evidence by domain. (Contains 7 footnotes.).
![Carnegie Learning Curricula and Cognitive Tutor[R]. What Works Clearinghouse Intervention Report PDF](https://books.google.com/books/content/images/frontcover/RTX6vgEACAAJ?fife=w80-h100)
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 24
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Book Description
"Carnegie Learning Curricula and Cognitive Tutor"[R], published by Carnegie Learning, is a secondary math curricula that offers textbooks and interactive software to provide individualized, self-paced instruction based on student needs. The program includes pre-Algebra, Algebra I, Algebra II, and Geometry, as well as a three-course series that integrates numeric, algebraic, geometric, and statistical content. The developer indicates that the program is aligned with most state standards and the standards set by the National Council of Teachers of Mathematics. The program can be customized to meet other state-specific standards. The What Works Clearinghouse (WWC) identified 27 studies that investigated the effects of "Carnegie Learning Curricula and Cognitive Tutor"[R] on math performance for high school students. The WWC reviewed 11 of those studies against group design evidence standards. Three studies (Cabalo, Jaciw, & Vu, 2007; Campuzano, Dynarski, Agodini, & Rall, 2009; & Pane, McCaffrey, Slaughter, Steele, & Ikemoto, 2010) are randomized controlled trials that meet WWC evidence standards without reservations, and three studies (Shneyderman, 2001; Smith, 2001; & Wolfson, Koedinger, Ritter, & McGuire, 2008) are randomized controlled trials or quasi-experimental designs that meet WWC evidence standards with reservations. These six studies are summarized in this report. Five studies do not meet WWC evidence standards. The remaining 16 studies do not meet WWC eligibility screens for review in this topic area. Appended are: (1) Research details for Cabalo et al., 2007, Campuzano et al., 2009, Pane et al., 2010, and Shneyderman, 2001; (2) Outcome measures for each domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Summary of supplemental findings for the mathematics achievement domain. A glossary of terms is included. (Contains 7 tables, 4 additional sources and 7 endnotes.).
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 23
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Book Description
The What Works Clearinghouse (WWC) reviewed interventions to promote middle school students' math knowledge and skills. Because there is some variation in how school districts organize middle school, we considered curricula aimed at students in grades 6 through 9, covering one or more of the following content areas: numbers and operations, algebra, geometry, measurement, and data analysis and probability. Only core, comprehensive math curricula were eligible for inclusion in this review. These curricula extend over the course of one semester or more, are central to students' regular school instruction, and are based on any combination of text materials, manipulatives, computer software, videotapes, and other materials. The WWC looked at 361 studies. Of these, 203 appeared to be studies of practices or other interventions that did not qualify for our review. Of the 158 remaining studies, 21 studies of 7 curricula met our evidence standards, 4 without reservations and 17 with reservations. Altogether, the WWC looked at 34 interventions: 7 had studies that met WWC standards with or without reservations and 27 had studies that did not meet WWC evidence screens. No eligible studies were identified for an additional 16 programs at the time of this review. (The identification of eligible programs ended in September 2005, and that of eligible studies in July 2006.) The WWC rated the effectiveness of middle school math curricula based on the available research evidence. In looking at math achievement for the 7 curricula: "I Can Learn[R] Pre-Algebra and Algebra" had positive effects; "Saxon Middle School Math" had positive effects; "Cognitive Tutor" had potentially positive effects; "The Expert Mathematician" had potentially positive effects; and "UCSMP Algebra" had potentially positive effects. Two other curricula had mixed effects on math achievement. (Contains 2 tables and 1 figure.) [The following studies met WWC standards and are reviewed in this intervention report: (1) Morgan, P., and Ritter, S. (2002). An experimental study of the effects of Cognitive Tutor Algebra I on student knowledge and attitude. Retrieved November 22, 2006, from http://www.carnegielearning.com/research/research_reports/morgan_ritter_2002.pdf; (2) Kirby, P. C. (2006, October). I CAN Learn[R] in Orleans Parish Public Schools: Effects on LEAP 8th grade math achievement, 2003-2004. (Available from the ed-cet, Inc., 2301 Killdeer Street, New Orleans, LA 70122); (3) Baker, J. J. (1997). Effects of a generative instructional design strategy on learning mathematics and on attitudes towards achievement. "Dissertation Abstracts International," 58 (7), 2573A. (UMI No. 9800955); (4) Williams, D. D. (1986). The incremental method of teaching algebra I. Kansas City: University of Missouri; and (5) Baker, J. J. (1997). Effects of a generative instructional design strategy on learning mathematics and on attitudes towards achievement. "Dissertation Abstracts International," 58 (7), 2573A. (UMI No. 9800955).].
Author: Carnegie Learning
Publisher:
ISBN: 9781930804906
Category : Algebra
Languages : en
Pages :
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Author: Carnegie Learning Incorporated
Publisher:
ISBN: 9781930804500
Category :
Languages : en
Pages :
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Author: Mustafa Yunus Eryaman
Publisher: Springer
ISBN: 3319588508
Category : Education
Languages : en
Pages : 245
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Book Description
This volume draws together interdisciplinary approaches from political philosophy, social work, medicine and sociology to analyze the theoretical foundations and practical examples of evidence-based and evidence-informed education for the public good. It presents a range of conceptions of the evidence-based and evidence-informed education and a justification for why the particular examples or issues chosen fit within that conception for the sake of public good. It explores the current literature on evidence-based and evidence-informed educational policy, research and practice, and introduces a new term, ‘evidence free’, meaning actions of some policymakers who disregard or misuse evidence for their own agenda. The demands about the quality and relevance of educational research to inform the policy and practice have been growing over the past decade in response to the Evidence-Based Education movement. However the literature is yet to tackle the question of the interrelationships between evidence, research, policy and practice in education for the public good in an international context. This book fills that gap.
![I CAN Learn[R] Pre-Algebra and Algebra. What Works Clearinghouse Intervention Report PDF](https://books.google.com/books/content/images/frontcover/LZzpvgEACAAJ?fife=w80-h100)
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 19
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Book Description
The I CAN Learn[R] Education System is an interactive, self-paced, mastery-based software system that includes the I CAN Learn[R] Fundamentals of Math (5th-6th grade math) curriculum, the I CAN Learn[R] Pre-Algebra curriculum, and the I CAN Learn[R] Algebra curriculum. College algebra credit is also available to students in participating schools through the 121 lesson CLEP program, an open enrollment dual-credit program for middle and high school students. Studies included in this What Works Clearinghouse (WWC) review assess the effectiveness of the Pre-Algebra and Algebra components of the I CAN Learn[R] Education System. The WWC reviewed 27 studies on I CAN Learn[R] Pre-Algebra and Algebra. One of these studies meets WWC evidence standards; four studies meet WWC evidence standards with reservations; the remaining 22 studies do not meet either WWC evidence standards or eligibility screens. Based on the five studies, the WWC found positive effects in math achievement. The conclusions presented in this report may change as new research emerges. Six appendixes are included: (1) Study Characteristics; (2) Outcome Measures; (3) Summary of Study Findings; (4) Summary of Subgroup Findings; (5) Ratings; and (6) Extent of Evidence. (Contains 9 footnotes.).
Author: Carnegie Learning
Publisher:
ISBN: 9781932409116
Category :
Languages : en
Pages :
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