Papers by Kenneth Koedinger
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The papers are divided into four categories:
1. Basic
research on problem solving and learning
2. Principled
design of instruction and intelligent tutors
3. Classroom
experiments with intelligent tutors
4. Learning
environments for science
1. Basic
research on problem solving and learning
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Koedinger, K. R. & Nathan, M. J. (1999). The real story behind
story problems: Effects of representations on quantitative reasoning.
Submitted to Cognitive Psychology.
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Haverty, L. A., Koedinger, K. R., Klahr, D., & Alibali, M. W. (in press).
Solving induction problems in mathematics: Not-so-trivial pursuit.
Accepted to Cognitive Science.
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Miller, C. S., Lehman, J. F., & Koedinger, K. R. (in press).
Goals and learning in microworlds. Accepted to Cognitive Science.
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Nathan, M. J., Koedinger, K.R., & Tabachneck, H. J. M.
(in press). Teachers' and researchers' beliefs of early algebra development.
Accepted to Journal of Mathematics Education Research.
Earlier version published in Proceedings of the Nineteenth Annual
Conference of the Cognitive Science Society, (pp. 554-559). Hillsdale,
NJ: Erlbaum.
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Heffernan, N. & Koedinger, K. R. (1998). A developmental model for
algebra symbolization: The results of a difficulty factors assessment.
In Proceedings of the Twentieth Annual Conference of the Cognitive
Science Society, (pp. 484-489). Hillsdale, NJ: Erlbaum.
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Koedinger, K. R. (1998). Conjecturing and argumentation in high school
geometry students. In Lehrer, R. and Chazan, D. (Eds.) New Directions
in the Teaching and Learning of Geometry. Hillsdale, NJ: Lawrence
Erlbaum Associates.
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Nhouyvanisvong, A. & Koedinger, K. R. (1998). Goal specificity and
learning: Reinterpretation of the data and cognitive theory. In Proceedings
of the Twentieth Annual Conference of the Cognitive Science Society,
(pp.
764-769). Hillsdale,NJ: Erlbaum.
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Heffernan, N. & Koedinger, K.R. (1997). The composition effect
in symbolizing: The role of symbol production vs. text comprehension.
In Proceedings of the Nineteenth Annual Conference of the Cognitive
Science Society, (pp. 307-312).. Hillsdale, NJ: Erlbaum.
[Marr prize winner for best student paper.]
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Koedinger, K.R., & MacLaren, B. A. (1997). Implicit strategies
and errors in an improved model of early algebra problem solving.
In Proceedings of the Nineteenth Annual Conference of the Cognitive
Science Society, (pp. 382-387). Hillsdale, NJ: Erlbaum.
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Verzoni, K. A. & Koedinger, K. R. (1997). Student learning of
negative number: A classroom study and difficulty factors assessment.
Paper presented at the annual meeting of the American Educational Research
Association, Chicago, IL.
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Koedinger, K.R., & Tabachneck, H.J.M. (1995). Verbal reasoning as a
critical component in early algebra. To be presented at the annual meeting
of the American Educational Research Association, San Francisco,
CA.
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Tabachneck, H. J. M., Koedinger, K. R., & Nathan, M. J. (1995).
A cognitive analysis of the task demands of early algebra. In Proceedings
of the Seventeenth Annual Conference of the Cognitive Science Society.
Hillsdale, NJ: Erlbaum.
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Koedinger, K. R. (1992a). The nature of geometry expertise:
A challenge for speedup learning. In the proceedings of the Machine
Learning workshop on Knowledge Compilation and Speedup Learning, Aberdeen,
Scotland, July.
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Koedinger, K. R. (1992b). Emergent properties and structural constraints:
Advantages of diagrammatic representations for reasoning and learning.
In the working notes of the 1992 AAAI Spring Symposia on Reasoning with
Diagrammatic Representations, Stanford University, March 27-29.
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Koedinger, K.R., & Anderson, J.R. (1991). Interaction of deductive
and inductive reasoning strategies in geometry novices. In Proceedings
of the Thirteenth Annual Conference of the Cognitive Science Society,
Hillsdale, NJ: Erlbaum.
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Koedinger, K.R., & Anderson, J.R. (1990). Abstract planning and perceptual
chunks: Elements of expertise in geometry. Cognitive Science, 14,
511-550.
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Koedinger, K.R., & Anderson, J.R. (1989). Perceptual chunks in geometry
problem solving: A challenge to theories of skill acquisition. In Proceedings
of the Eleventh Annual Conference of the Cognitive Science Society,
Hillsdale, NJ: Erlbaum.
2.
Principled design of instruction and intelligent tutors
Back to Top
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Aleven, V., Koedinger, K. R., & Cross, K. (1999). Tutoring answer-explanation
fosters learning with understanding. Accepted to the World Conference
on Artificial Intelligence in Education.
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Aleven, V., Koedinger, K. R., Sinclair, H. C., & Snyder, J. (1998).
Combatting shallow learning in a tutor for geometry problem solving. In
Goettl, B. P., Halff, H. M., Redfield, C. L., & Shute, V. J. (Eds.)
Intelligent
Tutoring Systems, Proceedings of the Fourth International Conference.
(pp. 364-373). Lecture Notes in Computer Science, 1452. Berlin:
Springer-Verlag.
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Koedinger, K. R., & Anderson, J. R. (1998). Illustrating principled
design: The early evolution of a cognitive tutor for algebra symbolization.
In Interactive Learning Environments, 5, 161-180.
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Mark, M. A., Koedinger, K. R., & Hadley, W. S. (1998). Elaborating
models of algebraic expression writing. In Goettl, B. P., Halff, H. M.,
Redfield, C. L., & Shute, V. J. (Eds.) Intelligent Tutoring Systems,
Proceedings of the Fourth International Conference, (pp. 524-533).
Lecture Notes in Computer Science, 1452. Berlin: Springer-Verlag.
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Corbett, A. T., Koedinger, K. R., & Anderson, J. R. (1997). Intelligent
tutoring systems. In Helander, M. G., Landauer, T. K., & Prabhu,
P. V. (Ed.s) Handbook of Human-Computer Interaction, (pp. 849-874).
Amsterdam, The Netherlands: Elsevier Science B. V.
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Ritter, S. & Koedinger, K. R. (1997). An architecture for plug-in
tutoring agents. In Journal of Artificial Intelligence in Education,
7
(3/4), 315-347. Charlottesville, VA: Association for the Advancement
of Computing in Education.
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Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R.
(1995). Cognitive tutors: Lessons learned. The Journal of
the Learning Sciences, 4 (2), 167-207.
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Ritter, S. & Koedinger, K. R. (1995). Towards lightweight tutoring
agents. In Proceedings of the 7th World Conference on Artificial Intelligence
in Education, (pp. 91-98). Charlottesville, VA: Association for
the Advancement of Computing in Education.
3. Classroom
experiments with intelligent tutors
Back to Top
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Koedinger, K. R. (1998). Intelligent cognitive tutors as modeling tool
and instructional model. Invited paper for the National Council of
Teachers of Mathematics Standards 2000 Technology Conference.
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Koedinger, K. R., Anderson, J.R., Hadley, W.H., & Mark, M. A. (1997).
Intelligent tutoring goes to school in the big city. International
Journal of Artificial Intelligence in Education, 8, 30-43.
Earlier version published in Proceedings of the 7th World Conference
on Artificial Intelligence in Education, (pp. 421-428). Charlottesville,
VA: Association for the Advancement of Computing in Education.
[Best conference paper award.]
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Koedinger, K. R. & Anderson, J. R. (1993). Effective
use of intelligent software in high school math classrooms. In Proceedings
of the World Conference on Artificial Intelligence in Education, (pp.
241-248). Charlottesville, VA: AACE.
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Koedinger, K. R., & Sueker, E. L. F. (1996). PAT goes to college:
Evaluating a cognitive tutor for developmental mathematics. In Proceedings
of the Second International Conference on the Learning Sciences, (pp.
180-187). Charlottesville, VA: Association for the Advancement of
Computing in Education.
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Tabachneck, H. J. M., Koedinger, K. R., & Nathan, M. J. (1994).
Toward a theoretical account of strategy use and sense-making in mathematics
problem solving. In Proceedings of the Sixteenth Annual Conference
of the Cognitive Science Society, (pp. 836-841). Hillsdale,
NJ: Erlbaum.
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Koedinger, K. R., & Sueker, E. L. F. (submitted). Monitored design
of an effective learning environment for algebraic problem solving.
Submitted to The Journal of the Learning Sciences.
4.
Learning environments for science
Back to Top
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Miller, C. S., Lehman, J. F., & Koedinger, K. R. (in press).
Goals and learning in microworlds. Accepted to Cognitive Science.
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Streibel, M.J., Stewart, J., Koedinger, K.R., Collins, A., & Junck,
J.R. (1987). MENDEL: An intelligent tutoring system for genetics
problem solving, conjecturing, and understanding. Machine-Mediated
Learning, 2, 129-160.
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Koedinger, K. R., Suthers, D. D., & Forbus, K. D. (submitted).
Component-based construction of a science learning space: A model and feasibility
demonstration. Submitted to International Journal of Artificial
Intelligence in Education.
Earlier version published in Goettl, B. P., Halff, H. M., Redfield,
C. L., & Shute, V. J. (Eds.) Intelligent Tutoring Systems, Proceedings
of the Fourth International Conference, (pp. 166-175). Lecture
Notes in Computer Science, 1452. Berlin: Springer-Verlag.
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