Аннотация
This paper reports on a large-scale experiment introducing and evaluating
intelligent tutoring in an urban High School setting. Critical to
the success of this project has been a client-centered design approach
that has matched our client's expertise in curricular objectives
and classroom teaching with our expertise in artificial intelligence
and cognitive psychology. The Pittsburgh Urban Mathematics Project
(PUMP) has produced an algebra curriculum that is centrally focused
on mathematical analysis of real world situations and the use of
computational tools. We have built an intelligent tutor, called PAT,
that supports this curriculum and has been made a regular part of
9th grade Algebra in 3 Pittsburgh schools. In the 1993-94 school
year, we evaluated the effect of the PUMP curriculum and PAT tutor
use. On average the 470 students in experimental classes outperformed
students in comparison classes by 15% on standardized tests and 100%
on tests targeting the PUMP objectives. This study provides further
evidence that laboratory tutoring systems can be scaled up and made
to work, both technically and pedagogically, in real and unforgiving
settings like urban high schools.
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