Effect of ITSM on Math Performance

Regarding the presented review, it is divided into three broad categories. These categories are: (1) Research on the effects of the ITSM on student math performance; (2) Research on the effects of the ITSM on teachers' instructional effectiveness; and (3) Research on the effects of the ITSM on students' attitudes toward math, school, and computers.

The review ends with the formulation of a series of conclusions about the effects of the ITSM based on the reviewed material. This section also presents conclusions related to possibilities and directions for the future use of the ITSM in the educational system.

Before examining research that explores for the effectiveness of intelligent tutoring systems on math learning, it is helpful to provide a brief description of such systems. In this regard, Oberem (1994) has provided a comprehensive discussion of an intelligent tutoring system known as ALBERT. Regarding the program, ALBERT is a problem-solving monitor and coach that has been used with

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itive fidelity and laboratory evaluation. First, we need to be responsive to curriculum changes and issues of integrating tutors into the kind of curricula that educators advocate for the future. Second, we need to better understand the role of the teacher in the classroom use of ITSs and how we can better prepare and support teachers in making full use of the potential of these systems. (p. 241) Section Summary. This section of the review of literature described and discussed research related to the efficacy of the ITSM for improving math performance. It is interesting to note that there was not a lot of research that directly assessed the contribution of intelligent tutoring systems to math skills and/or knowledge. However, there were some less direct studies that did bear upon the topic. The section began, however, with a description of an intelligent tutoring system, ALBERT, and its related programs in order to provide a picture of the kind of mathematical instruction and tutoring provided by the ITSM. Following this description, the section then presented an examination of studies that attempted to answer the question: Can Intelligent Tutoring Systems (ITS) increase students' math performance? The examined studies fo
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Approximate Word count = 5113
Approximate Pages = 20 (250 words per page)