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.

• 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.

• Miller, C. S., Lehman, J. F., & Koedinger, K. R. (in press).  Goals and learning in microworlds. Accepted to Cognitive Science .

• 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.

E arlier version published in Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society, (pp. 554-559).  Hillsdale, NJ:  Erlbaum.

• Heffernan, N. & Koedinger, K. R. (1998). A developmental model fora lgebra 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.

• 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.

• 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. 764-7 69).  Hillsdale,NJ: Erlbaum.

• 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 Confere nce of the Cognitive Science Society, (pp. 307-312)..  Hillsdale, NJ:  Erlbaum. [Marr prize winner for best student paper.]

• Koedinger, K.R., & MacLaren, B. A. (1997).  Implicit strategies and errors in a n 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.

• 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.

• 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.

• Tabachne ck, 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:  Erlb aum.

• Koedinger, K.R., & Tabachneck, H.J.M. (1994). Two strategies are better than one: Multiple strategy use in word problem solving. Presented at the annual meeting of the American Ed ucational Research Association, New Orleans, LA.

• Tabachneck, H. J. M., Koedinger, K. R., & Nathan, M. J. (1994). Toward a theoretical account of strategy use and sense-making in mathema tics problem solving. In Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Erlbaum.

• Koedinger, K. R. (1992a).  The nature of geometry expertise:  A challenge for spee dup learning.  In the proceedings of the Machine Learning workshop on Knowledge Compilation and Speedup Learning, Aberdeen, Scotland, July.

• Koedinger, K. R. (1992b).  Emergent properties and structural constraints:&n bsp; 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.

• Koedinge r, 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.

• Koedinger, K.R., & Anderson, J.R. (1990). Abstract planning and perceptual chunks: Elements of expertise in geometry. Cognitive Science, 14, 511-550.

• Koedinger, K.R., & Anderson, J.R. (1989). Perceptual chunks in geo metry 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

• 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.

• 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 Co mputer Science, 1452.  Berlin: Springer-Verlag.

• Koedinger, K. R., & Anderson, J. R. (1998).  Illustrating principled design:  The early evolution of a cognitive tutor for algebra symbolization.  In Interact ive Learning Environments, 5, 161-180.

• 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.

• 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.

• 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 Edu cation.

• 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.

• 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 Educati on.

• Koedinger, K.R., & Anderson, J.R. (1993a). Reifying implicit planning in geometry: Guidelines for model-based intelligent tutoring system design. In Lajoie, S., & Derry, S. (E ds.) Computers as Cognitive Tools. Hillsdale, NJ: Erlbaum.

• Koedinger, K. R. (1992). 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.

• Koedinger, K.R. (1991). On th e design of novel notations and actions to facilitate thinking and learning. In Proceedings of the International Conference on the Learning Sciences, (pp. 266-273). Charlottesville, VA: Association for the Advancement of Computing in Education.

3. Classroom experiments with intelligent tutors

• Koedinger, K. R. (1998). Intellige nt cognitive tutors as modeling tool and instructional model.  Invited paper for the National Council of Teachers of Mathematics Standards 2000 Technology Conference.

• 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 Inte lligence in Education, (pp. 421-428).  Charlottesville, VA: Association for the Advancement of Computing in Education.  [Best conference paper award.]
 
• 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.

 
• 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.

• 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.

• Koedinger, K. R., & Sueker, E. L. F. (submitted).  Monitored design of an e ffective learning environment for algebraic problem solving.  Submitted to The Journal of the Learning Sciences.

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• Miller, C. S., Lehman, J. F., & Koedinger, K. R. (in press).  Goals and learning in microworlds. Accepted to Cognitive Science.

• Strei bel, 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.

• 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 Educ ation.

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 Comput er Science, 1452.  Berlin: Springer-Verlag.