Chapter 7: Integrating Intelligent Software Tutors with the Mathematics Classroom

Education and the learning sciences have a long history, filled with periods of academic competition and those of collaboration (see Lagemann, 2000). For both practical and social reasons, the application of science about how people learn to educational practice has been limited. Issues of scale, lack of adequate implementation blueprints, the difficulties of translation from the environment of a research laboratory to a live classroom lull of students, and a simple failure of communication and awareness of relevant results all hinder this transfer. In this chapter we discuss one recent instance of a successful transition from cognitive science research to educational practice: the Cognitive Tutors, developed at Carnegie Mellon University and currently produced by Carnegie Learning (Carnegie Learning, 2005). Cognitive Tutors are so named to reflect their basis in cognitive science research and their use of intelligent tutoring systems to guide student problem solving. Products following this approach have addressed high school mathematics (Algebra I, geometry, and Algebra II) and represent a unique approach to the use of technology in mathematics education (Aleven, Koedinger, Sinclair, & Snyder, 1998; Corbett, Trask, Scarpinatto, & Hadley, 1998; Koedinger, Anderson, Hadley, & Mark, 1997). Each Tutor curriculum consists of software, print materials (equivalent to a textbook, homework assignments, teacher’s guide, etc.) and teacher training. The intent is to provide teachers with sufficient materials and support to teach an entire mathematics course.