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REFERENCES

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Download the Mathematics Education research as a PDF

Mathematics Education
Reference List

  • Anderson, J. R. (1992). Intelligent tutoring and high school mathematics. In Proceedings of the Second International Conference on Intelligent Tutoring Systems. Montreal.
  • Anderson, J. R. (1983). A general learning theory and its application to the acquisition of proof skills in geometry. In R. Michalski, J. Carbonell, and T. Mitchell (Eds.), Machine Learning: An Artificial Intelligence Approach. Palo Alto, CA: Tioga Publishing.
  • Anderson, J. R. (1981). Tuning of search of the problem space for geometry proofs. In Proceedings of IJCAI-81, 97-103.
  • Anderson, J. R., Boyle, C. F., & Yost, G. (1985). The geometry tutor. In Proceedings of IJCAI, 1-7.
  • Anderson, J. R., Greeno, J. G., Reder, L. M., & Simon, H. A. (2000). Perspectives on learning, thinking, and activity. Educational Researcher, 29, 11-13. [info]
  • Anderson, J. R., Reder, L. M. & Simon, H. (1998). Radical constructivism and cognitive psychology. In D. Ravitch (Ed.) Brookings papers on education policy 1998. Washington, DC: Brookings Institute Press.
  • Anderson, J. R. & Schunn, C. D. (2000). Implications of the ACT-R learning theory: No magic bullets. In R. Glaser, (Ed.), Advances in instructional psychology: Educational design and cognitive science (Volume 5), pp. 1-34. Mahwah, NJ: Lawrence Erlbaum Associates. [info]
  • Anderson, J. R., Simon, H. A., & Reder, L. M. (1996). Situated learning and education. Educational Researcher, 25, 5-11.
  • Anderson, J. R., Simon, H. A., & Reder, L. M. (1997). Rejoiner: Situative versus cognitive perspectives: Form versus substance. Educational Researcher, 26, 18-21.
  • Anderson, J. R., Simon, H. A., & Reder, L. M. (non-published). Applications and misapplications of cognitive psychology to mathematics education. [HTML] [info]
  • Haverty, L. A., Koedinger, K. R., Klahr, D., & Alibali, M. W. (2000). Solving induction problems in mathematics: Not-sotrivial pursuit. Cognitive Science, 24, 249-298.
  • 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.
  • 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.)
  • Koedinger, K. R. & Alibali, M. W. (1999). A developmental model of algebra problem solving: Trade-offs between grounded and abstract representations. Paper prepared for the annual meeting of the American Educational Research Association, Montreal, Canada.
  • Koedinger, K. & Anderson, J. R. (1991) Interaction of deductive and inductive reasoning strategies in geometry novices. In Proceedings of the 14th Annual Conference of the Cognitive Science Society, 780-784.
  • 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. & Nathan, M. J. (2004). The real story behind story problems: Effects of representations on quantitative reasoning. The Journal of the Learning Sciences, 13 (2).
  • Lovett, M. C. & Anderson, J. R. (1994). The effects of solving related proofs on memory and transfer in geometry problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(2), 366-378.
  • Singley, M. K., Anderson, J. R., & Gevins, J. S. (1991). Promoting abstract strategies in algebra word problem solving. In Proceedings of the International Conference of the Learning Sciences, 398-404. Evanston, IL.
  • Singley, M. K., Anderson, J. R., Gevins, J. S., & Hoffman, D. (1989). The algebra word problem tutor. Artificial Intelligence and Education, 267-275.