Toward evidence for instructional design principles: Examples from Cognitive Tutor Math 6. Invited paper (2002)
| Venue: | in Proceedings of PME-NA XXXIII (the North American Chapter of the International Group for the Psychology of Mathematics Education |
| Citations: | 15 - 8 self |
BibTeX
@INPROCEEDINGS{Koedinger02towardevidence,
author = {Kenneth R. Koedinger},
title = {Toward evidence for instructional design principles: Examples from Cognitive Tutor Math 6. Invited paper},
booktitle = {in Proceedings of PME-NA XXXIII (the North American Chapter of the International Group for the Psychology of Mathematics Education},
year = {2002},
pages = {21--49}
}
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Abstract
There is a significant gap between theories of general psychological functions on one hand (e.g., memory) and theories of mathematical content knowledge on the other (e.g., content of algebra). To better guide the design of ground breaking and demonstrably better mathematics instruction, we need instructional principles and associated design methods to fill this gap in a way that is not only consistent with psychological and content theories but prompts and guides us beyond what those theories can do. Toward this goal, I reflect on lessons from past and current Cognitive Tutor mathematics projects. From this experience, I have abstracted four instructional bridging principles, Situation-Abstraction, Action-Generalization, Visual-Verbal, and Conceptual-Procedural, and associated methods for applying them. I illustrate these in the context of the design of the successful Cognitive Tutor Algebra course (now in more than 800 schools) and the on-going research and development of a Cognitive Tutor course for 6 th grade mathematics.
