Does an Algebra Course with Tutoring Software Improve Student Learning? Research Brief. RB-9746-DEIES

Autor/inn/en	Pane, John F.; Griffin, Beth Ann; McCaffrey, Daniel F.; Karam, Rita; Daugherty, Lindsay; Phillips, Andrea
Institution	RAND Corporation
Titel	Does an Algebra Course with Tutoring Software Improve Student Learning? Research Brief. RB-9746-DEIES
Quelle	(2013), (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Algebra; Intelligent Tutoring Systems; Computer Software; Mathematics Achievement; High School Students; Instructional Effectiveness; Educational Technology; Outcomes of Education + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Intelligentes Tutorsystem; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtserfolg; Unterrichtsmedien; Lernleistung; Schulerfolg
Abstract	This large-scale effectiveness trial found a significant positive effect for high schools using Cognitive Tutor Algebra I (CTAI) in their second year of implementation, relative to similar schools that continued to use existing textbook-based algebra curricula. This positive result is important for educators and policymakers seeking ways to improve algebra achievement, and it is particularly notable because it was obtained in an effectiveness trial, in which a broad range of schools implemented the curriculum under normal conditions. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01