Intelligent tutoring systems work as a math gap reducer in 6th grade after-school program
Achievement gaps have been long-lasting problems in mathematics education. Racial/ethnic gaps, gender gaps, and differences between school socioeconomic status are three well-known contributors to gaps in achievement. This study explored the effect of an intelligent tutoring system, the Assessment a...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Huang, Xudong [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2016transfer abstract |
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| Umfang: |
8 |
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| Übergeordnetes Werk: |
Enthalten in: Hypoxic conditions regulate the molecular content, release and uptake rates of extracellular vesicles produced by colorectal cancer cells - Linē, A. ELSEVIER, 2016, a multidisciplinary journal in education, Amsterdam [u.a.] |
|---|---|
| Übergeordnetes Werk: |
volume:47 ; year:2016 ; pages:258-265 ; extent:8 |
| Links: |
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| DOI / URN: |
10.1016/j.lindif.2016.01.012 |
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| 520 | |a Achievement gaps have been long-lasting problems in mathematics education. Racial/ethnic gaps, gender gaps, and differences between school socioeconomic status are three well-known contributors to gaps in achievement. This study explored the effect of an intelligent tutoring system, the Assessment and LEarning in Knowledge Spaces (ALEKS) system, on reducing such gaps in an after-school program. The study was conducted with a sample of 6th grade student volunteers who were randomly assigned to one of two after-school conditions (ALEKS versus comparable teacher-led mathematics teaching). In the teacher-led condition, White males and females and African American males and females coming from schools of two levels of socioeconomic status performed differently on the math state test. In contrast, in the ALEKS condition, students with different individual differences performed similarly on the state test. These findings provide encouragement for the use of computer technology assistance to aid in the education of disadvantaged students in math. | ||
| 520 | |a Achievement gaps have been long-lasting problems in mathematics education. Racial/ethnic gaps, gender gaps, and differences between school socioeconomic status are three well-known contributors to gaps in achievement. This study explored the effect of an intelligent tutoring system, the Assessment and LEarning in Knowledge Spaces (ALEKS) system, on reducing such gaps in an after-school program. The study was conducted with a sample of 6th grade student volunteers who were randomly assigned to one of two after-school conditions (ALEKS versus comparable teacher-led mathematics teaching). In the teacher-led condition, White males and females and African American males and females coming from schools of two levels of socioeconomic status performed differently on the math state test. In contrast, in the ALEKS condition, students with different individual differences performed similarly on the state test. These findings provide encouragement for the use of computer technology assistance to aid in the education of disadvantaged students in math. | ||
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10.1016/j.lindif.2016.01.012 doi GBVA2016018000015.pica (DE-627)ELV029990394 (ELSEVIER)S1041-6080(16)30010-3 DE-627 ger DE-627 rakwb eng 150 370 150 DE-600 370 DE-600 610 VZ 610 VZ 44.52 bkl Huang, Xudong verfasserin aut Intelligent tutoring systems work as a math gap reducer in 6th grade after-school program 2016transfer abstract 8 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Achievement gaps have been long-lasting problems in mathematics education. Racial/ethnic gaps, gender gaps, and differences between school socioeconomic status are three well-known contributors to gaps in achievement. This study explored the effect of an intelligent tutoring system, the Assessment and LEarning in Knowledge Spaces (ALEKS) system, on reducing such gaps in an after-school program. The study was conducted with a sample of 6th grade student volunteers who were randomly assigned to one of two after-school conditions (ALEKS versus comparable teacher-led mathematics teaching). In the teacher-led condition, White males and females and African American males and females coming from schools of two levels of socioeconomic status performed differently on the math state test. In contrast, in the ALEKS condition, students with different individual differences performed similarly on the state test. These findings provide encouragement for the use of computer technology assistance to aid in the education of disadvantaged students in math. Achievement gaps have been long-lasting problems in mathematics education. Racial/ethnic gaps, gender gaps, and differences between school socioeconomic status are three well-known contributors to gaps in achievement. This study explored the effect of an intelligent tutoring system, the Assessment and LEarning in Knowledge Spaces (ALEKS) system, on reducing such gaps in an after-school program. The study was conducted with a sample of 6th grade student volunteers who were randomly assigned to one of two after-school conditions (ALEKS versus comparable teacher-led mathematics teaching). In the teacher-led condition, White males and females and African American males and females coming from schools of two levels of socioeconomic status performed differently on the math state test. In contrast, in the ALEKS condition, students with different individual differences performed similarly on the state test. These findings provide encouragement for the use of computer technology assistance to aid in the education of disadvantaged students in math. Craig, Scotty D. oth Xie, Jun oth Graesser, Arthur oth Hu, Xiangen oth Enthalten in Elsevier Science Linē, A. ELSEVIER Hypoxic conditions regulate the molecular content, release and uptake rates of extracellular vesicles produced by colorectal cancer cells 2016 a multidisciplinary journal in education Amsterdam [u.a.] (DE-627)ELV019637268 volume:47 year:2016 pages:258-265 extent:8 https://doi.org/10.1016/j.lindif.2016.01.012 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 44.52 Therapie Medizin VZ AR 47 2016 258-265 8 045F 150 |
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10.1016/j.lindif.2016.01.012 doi GBVA2016018000015.pica (DE-627)ELV029990394 (ELSEVIER)S1041-6080(16)30010-3 DE-627 ger DE-627 rakwb eng 150 370 150 DE-600 370 DE-600 610 VZ 610 VZ 44.52 bkl Huang, Xudong verfasserin aut Intelligent tutoring systems work as a math gap reducer in 6th grade after-school program 2016transfer abstract 8 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Achievement gaps have been long-lasting problems in mathematics education. Racial/ethnic gaps, gender gaps, and differences between school socioeconomic status are three well-known contributors to gaps in achievement. This study explored the effect of an intelligent tutoring system, the Assessment and LEarning in Knowledge Spaces (ALEKS) system, on reducing such gaps in an after-school program. The study was conducted with a sample of 6th grade student volunteers who were randomly assigned to one of two after-school conditions (ALEKS versus comparable teacher-led mathematics teaching). In the teacher-led condition, White males and females and African American males and females coming from schools of two levels of socioeconomic status performed differently on the math state test. In contrast, in the ALEKS condition, students with different individual differences performed similarly on the state test. These findings provide encouragement for the use of computer technology assistance to aid in the education of disadvantaged students in math. Achievement gaps have been long-lasting problems in mathematics education. Racial/ethnic gaps, gender gaps, and differences between school socioeconomic status are three well-known contributors to gaps in achievement. This study explored the effect of an intelligent tutoring system, the Assessment and LEarning in Knowledge Spaces (ALEKS) system, on reducing such gaps in an after-school program. The study was conducted with a sample of 6th grade student volunteers who were randomly assigned to one of two after-school conditions (ALEKS versus comparable teacher-led mathematics teaching). In the teacher-led condition, White males and females and African American males and females coming from schools of two levels of socioeconomic status performed differently on the math state test. In contrast, in the ALEKS condition, students with different individual differences performed similarly on the state test. These findings provide encouragement for the use of computer technology assistance to aid in the education of disadvantaged students in math. Craig, Scotty D. oth Xie, Jun oth Graesser, Arthur oth Hu, Xiangen oth Enthalten in Elsevier Science Linē, A. ELSEVIER Hypoxic conditions regulate the molecular content, release and uptake rates of extracellular vesicles produced by colorectal cancer cells 2016 a multidisciplinary journal in education Amsterdam [u.a.] (DE-627)ELV019637268 volume:47 year:2016 pages:258-265 extent:8 https://doi.org/10.1016/j.lindif.2016.01.012 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 44.52 Therapie Medizin VZ AR 47 2016 258-265 8 045F 150 |
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10.1016/j.lindif.2016.01.012 doi GBVA2016018000015.pica (DE-627)ELV029990394 (ELSEVIER)S1041-6080(16)30010-3 DE-627 ger DE-627 rakwb eng 150 370 150 DE-600 370 DE-600 610 VZ 610 VZ 44.52 bkl Huang, Xudong verfasserin aut Intelligent tutoring systems work as a math gap reducer in 6th grade after-school program 2016transfer abstract 8 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Achievement gaps have been long-lasting problems in mathematics education. Racial/ethnic gaps, gender gaps, and differences between school socioeconomic status are three well-known contributors to gaps in achievement. This study explored the effect of an intelligent tutoring system, the Assessment and LEarning in Knowledge Spaces (ALEKS) system, on reducing such gaps in an after-school program. The study was conducted with a sample of 6th grade student volunteers who were randomly assigned to one of two after-school conditions (ALEKS versus comparable teacher-led mathematics teaching). In the teacher-led condition, White males and females and African American males and females coming from schools of two levels of socioeconomic status performed differently on the math state test. In contrast, in the ALEKS condition, students with different individual differences performed similarly on the state test. These findings provide encouragement for the use of computer technology assistance to aid in the education of disadvantaged students in math. Achievement gaps have been long-lasting problems in mathematics education. Racial/ethnic gaps, gender gaps, and differences between school socioeconomic status are three well-known contributors to gaps in achievement. This study explored the effect of an intelligent tutoring system, the Assessment and LEarning in Knowledge Spaces (ALEKS) system, on reducing such gaps in an after-school program. The study was conducted with a sample of 6th grade student volunteers who were randomly assigned to one of two after-school conditions (ALEKS versus comparable teacher-led mathematics teaching). In the teacher-led condition, White males and females and African American males and females coming from schools of two levels of socioeconomic status performed differently on the math state test. In contrast, in the ALEKS condition, students with different individual differences performed similarly on the state test. These findings provide encouragement for the use of computer technology assistance to aid in the education of disadvantaged students in math. Craig, Scotty D. oth Xie, Jun oth Graesser, Arthur oth Hu, Xiangen oth Enthalten in Elsevier Science Linē, A. ELSEVIER Hypoxic conditions regulate the molecular content, release and uptake rates of extracellular vesicles produced by colorectal cancer cells 2016 a multidisciplinary journal in education Amsterdam [u.a.] (DE-627)ELV019637268 volume:47 year:2016 pages:258-265 extent:8 https://doi.org/10.1016/j.lindif.2016.01.012 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 44.52 Therapie Medizin VZ AR 47 2016 258-265 8 045F 150 |
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10.1016/j.lindif.2016.01.012 doi GBVA2016018000015.pica (DE-627)ELV029990394 (ELSEVIER)S1041-6080(16)30010-3 DE-627 ger DE-627 rakwb eng 150 370 150 DE-600 370 DE-600 610 VZ 610 VZ 44.52 bkl Huang, Xudong verfasserin aut Intelligent tutoring systems work as a math gap reducer in 6th grade after-school program 2016transfer abstract 8 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Achievement gaps have been long-lasting problems in mathematics education. Racial/ethnic gaps, gender gaps, and differences between school socioeconomic status are three well-known contributors to gaps in achievement. This study explored the effect of an intelligent tutoring system, the Assessment and LEarning in Knowledge Spaces (ALEKS) system, on reducing such gaps in an after-school program. The study was conducted with a sample of 6th grade student volunteers who were randomly assigned to one of two after-school conditions (ALEKS versus comparable teacher-led mathematics teaching). In the teacher-led condition, White males and females and African American males and females coming from schools of two levels of socioeconomic status performed differently on the math state test. In contrast, in the ALEKS condition, students with different individual differences performed similarly on the state test. These findings provide encouragement for the use of computer technology assistance to aid in the education of disadvantaged students in math. Achievement gaps have been long-lasting problems in mathematics education. Racial/ethnic gaps, gender gaps, and differences between school socioeconomic status are three well-known contributors to gaps in achievement. This study explored the effect of an intelligent tutoring system, the Assessment and LEarning in Knowledge Spaces (ALEKS) system, on reducing such gaps in an after-school program. The study was conducted with a sample of 6th grade student volunteers who were randomly assigned to one of two after-school conditions (ALEKS versus comparable teacher-led mathematics teaching). In the teacher-led condition, White males and females and African American males and females coming from schools of two levels of socioeconomic status performed differently on the math state test. In contrast, in the ALEKS condition, students with different individual differences performed similarly on the state test. These findings provide encouragement for the use of computer technology assistance to aid in the education of disadvantaged students in math. Craig, Scotty D. oth Xie, Jun oth Graesser, Arthur oth Hu, Xiangen oth Enthalten in Elsevier Science Linē, A. ELSEVIER Hypoxic conditions regulate the molecular content, release and uptake rates of extracellular vesicles produced by colorectal cancer cells 2016 a multidisciplinary journal in education Amsterdam [u.a.] (DE-627)ELV019637268 volume:47 year:2016 pages:258-265 extent:8 https://doi.org/10.1016/j.lindif.2016.01.012 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 44.52 Therapie Medizin VZ AR 47 2016 258-265 8 045F 150 |
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Hypoxic conditions regulate the molecular content, release and uptake rates of extracellular vesicles produced by colorectal cancer cells |
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intelligent tutoring systems work as a math gap reducer in 6th grade after-school program |
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Intelligent tutoring systems work as a math gap reducer in 6th grade after-school program |
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Achievement gaps have been long-lasting problems in mathematics education. Racial/ethnic gaps, gender gaps, and differences between school socioeconomic status are three well-known contributors to gaps in achievement. This study explored the effect of an intelligent tutoring system, the Assessment and LEarning in Knowledge Spaces (ALEKS) system, on reducing such gaps in an after-school program. The study was conducted with a sample of 6th grade student volunteers who were randomly assigned to one of two after-school conditions (ALEKS versus comparable teacher-led mathematics teaching). In the teacher-led condition, White males and females and African American males and females coming from schools of two levels of socioeconomic status performed differently on the math state test. In contrast, in the ALEKS condition, students with different individual differences performed similarly on the state test. These findings provide encouragement for the use of computer technology assistance to aid in the education of disadvantaged students in math. |
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Achievement gaps have been long-lasting problems in mathematics education. Racial/ethnic gaps, gender gaps, and differences between school socioeconomic status are three well-known contributors to gaps in achievement. This study explored the effect of an intelligent tutoring system, the Assessment and LEarning in Knowledge Spaces (ALEKS) system, on reducing such gaps in an after-school program. The study was conducted with a sample of 6th grade student volunteers who were randomly assigned to one of two after-school conditions (ALEKS versus comparable teacher-led mathematics teaching). In the teacher-led condition, White males and females and African American males and females coming from schools of two levels of socioeconomic status performed differently on the math state test. In contrast, in the ALEKS condition, students with different individual differences performed similarly on the state test. These findings provide encouragement for the use of computer technology assistance to aid in the education of disadvantaged students in math. |
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Achievement gaps have been long-lasting problems in mathematics education. Racial/ethnic gaps, gender gaps, and differences between school socioeconomic status are three well-known contributors to gaps in achievement. This study explored the effect of an intelligent tutoring system, the Assessment and LEarning in Knowledge Spaces (ALEKS) system, on reducing such gaps in an after-school program. The study was conducted with a sample of 6th grade student volunteers who were randomly assigned to one of two after-school conditions (ALEKS versus comparable teacher-led mathematics teaching). In the teacher-led condition, White males and females and African American males and females coming from schools of two levels of socioeconomic status performed differently on the math state test. In contrast, in the ALEKS condition, students with different individual differences performed similarly on the state test. These findings provide encouragement for the use of computer technology assistance to aid in the education of disadvantaged students in math. |
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