Document Type
Article - On Campus Only
Publication Date
2013
Abstract
This chapter presents findings from two observational studies conducted in Memphis City School District and Shelby County School District exploring the effectiveness of a mathematical intelligent tutoring system called ALEKS (Assessment and LEarning in Knowledge Spaces). Specifically, these studies were designed to assess the relationship betweenstudents' interaction with ALEKS and mathematics achievement test scores. The two studies involved retroactively comparing students' TCAP (Tennessee Comprehensive Assessment Program) mathematics scores with their proficiency level scores in ALEKS. The findings reveal that students who show a higher level of proficiency in ALEKS scored significantly higher on the TCAP.
Original Publication Citation
Sullins J., Meister R., Craig S.D., Wilson W.M., Bargagliotti A., Hu X. (2013) The Impact of a Mathematical Intelligent Tutoring System on Students’ Performance on Standardized High-Stake Tests. In: Falmagne JC., Albert D., Doble C., Eppstein D., Hu X. (eds) Knowledge Spaces. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-35329-1_4
Digital Commons @ LMU & LLS Citation
Bargagliotti, Anna E., "The impact of technology-based mathematics after-school program using ALEKS on students’ knowledge and behaviors" (2013). Mathematics, Statistics and Data Science Faculty Works. 140.
https://digitalcommons.lmu.edu/math_fac/140
