Book · January 994 citations 110 reads 2,264 authors

Artificial Intelligence and Education has been established by regular con-
ferences and periodicals during the last decade. Its objective is to develop
flexible and adaptable tutorial systems for all imaginable fields of education

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Anderson, J. R., Boyle, C. F., Farrell, R., & Reiser, B. (1984). Cognitive principles in the
design of computer tutors. In P. E. Morris (Ed.), Modelling cognition. London: Wiley.
Anderson, J. R., Boyle, C. F., & Yost, G. (1985). The geometry tutor. Proceedings of the
International Joint Conference on Artificial Intelligence (pp. 1-7). Los Altos, CA:
Morgan Kaufmann.
Anderson, J. R. (1992). Intelligent tutoring and high school mathematics. In C. Frasson, G.
Gauthiers, & G. I. McCalla (Eds.), Intelligent tutoring systems (pp. 1-10). Berlin:
Springer.
Burton, R. R. (1988). The environment module of intelligent tutoring systems. In M. C.
Polson & J. J. Richardson (Eds.), Intelligent tutoring systems (pp. 109-142). Hillsdale,
NJ: Erlbaum.
Collis, A., & Brown, J. S. (1988). The computer as a tool for learning through reflection. In
H. Mandl & A. Lesgold (Eds.), Learning issues for intelligent tutoring systems, (pp.
114-137). Berlin: Springer.
Elsom-Cook, M. T. (1988). Guided discovery tutoring and bounded user modeling. In J. A.
Self (Ed.), Artificial intelligence and human learning (pp. 165-178). London: Chapman
and Hall.
Elsom-Cook, M. T. (1990). Guided discovery tutoring. In M. T. Elsom-Cook (Ed.), Guided
discovery tutoring: A framework for ICA research (pp. 3-23). London: Paul Chapman.
Holland, G. (1991). Tutorielle Komponenten in einer Lernumgebung zum geometrischen
Konstruieren. In R. Sträßer (Ed.), Intelligente tutorielle Systeme für das Lernen von
Geometrie. Occasional Paper 124, Universität Bielefeld/IDM.
Holland, G. (1992). Aufgabenorientierte tutorielle Systeme für den Mathematikunterricht.
In U. Glowalla & E. Schoop (Eds.), Hypertext und Multimedia. Neue Wege in der com-
puterunterstützten Aus- und Weiterbildung. Berlin: Springer.
Hennessy, S., O'Shea, T., Evertsz, R., & Floyd, A. (1989). An intelligent tutoring system
approach to teaching primary mathematics. Educational Studies in Mathematics, 20,
273-292.
Laborde, J. M., & Sträßer, R (1990). Cabri-Geométre: A microworld of geometry for
guided discovery learning. Zentralblatt für Didaktik der Mathematik, 22,171-177.
Lewis, M. W., Milson, R., & Anderson, J. R. (1987). The teacher's apprentice: Designing
an intelligent authoring system for high school mathematics. In G. Kearsley (Ed.),
Artificial intelligence and instruction: Applications and methods (pp. 269-302).
Reading, MA: Addison-Wesley.
Reusser, K. (1991). Tutoring systems and pedagogical theory: Representational tools for
understanding
, planning and reflection. In S. Lajoie & S. Derry (Eds.), Computers as
cognitive tools (pp. 143-177). Hillsdale, NJ. Erlbaum.
Thomson
, P. W. (1987). Mathematical microworlds and intelligent computer-assisted in-
stuction. In G. Kearsley (Ed.), Artificial intelligence and instruction, applications and
methods (pp. 83-110). Reading, MA: Addison-Wesley.
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INTELLIGENT TUTORIAL SYSTEMS
and subject matter. One of the tasks of mathematics education is to partici-
pate in the development and testing of high-performance cognitive tools that
support mathematical processes of learning. These will be either mathemati-
cal microworlds with intelligent tutorial components or intelligent tutorial
systems for solving problem tasks, depending on whether the focus is on
acquiring mathematical concepts and structures or on applying mathemati-
cal concepts, theorems, and rules. The guiding principle for developing such
systems should always be that the learner's own shaping of his or her pro-
cess of learning should be supported, while, at the same time, protecting the
learner from unproductive errors and offering appropriate help in any situa-
tion.
REFERENCES

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GERHARD HOLLAND
VanLehn, K. (1988). Student modeling. In M. C. Polson & J. J. Richardson (Eds.),